Children and Their Development, Fifth Canadian Edition, 5th Edition Test Bank by Ace Test Banks

Test Bank Children and Their Development, Fifth Canadian Edition, 5th Edition Kail, Barnfield

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TEST ITEM FILE Mary Close Canadore College

Children and Their Development Fifth Canadian Edition Robert V. Kail and Anne M. C. Barnfield

ISBN: 978-0-13-672808-5

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Table of Contents 1. The Science of Child Development 2. Genetic Bases of Child Development 3. Prenatal Development, Birth, and the Newborn 4. Growth and Health 5. Perceptual and Motor Development 6. Theories of Cognitive Development 7. Cognitive Processes and Academic Skills 8. Intelligence and Individual Differences in Cognition 9. Language and Communication 10. Emotional Development 11. Understanding Self and Others 12. Moral Understanding and Behaviour 13. Gender and Development 14. Social Influences

Chapter 01: The Science of Child Development Chapter 01 Multiple-Choice Questions 1. Viewing infants as tabula rasa suggests that A) infants will develop naturally unless the environment interferes. B) experience will mould infants into unique individuals. C) nature is more important than nurture. D) infants are born with a sense of morality. QuestionID: 01-1-01 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) experience will mould infants into unique individuals. 2. The idea that the mind of the human infant is a tabula rasa at birth reflects the belief that A) experience moulds each person into a unique individual. B) children should be left alone so that their good natures can unfold. C) heredity plays a major role in an individual's development. D) infants cannot think because their minds are blank. QuestionID: 01-1-02 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: A) experience moulds each person into a unique individual. 3. If parents believe that children are tabula rasa at birth, they are likely to A) leave their children alone so their virtuous natures can unfold. B) be very permissive with their children. C) assume that nothing they do will have any influence on their children's development. D) plan their children's experiences from the moment of their birth. QuestionID: 01-1-03 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: D) plan their children's experiences from the moment of their birth.

4. The French philosopher Jean Jacques Rousseau believed that A) the human infant is born a tabula rasa. B) infants were born with an innate sense of justice and morality. C) experience moulds each human into a unique individual. D) parents should teach their children rationality and self-control. QuestionID: 01-1-04 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) infants were born with an innate sense of justice and morality. 5. Heather believes her 12-month-old daughter will develop optimally if Heather gives her freedom to grow naturally and does not try to shape her development. Heather's beliefs about child rearing are most similar to those of A) Sigmund Freud. B) Erik Erikson. C) John Locke. D) Jean Jacques Rousseau. QuestionID: 01-1-05 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: D) Jean Jacques Rousseau. 6. Jean-Jacques Rousseau emphasized ____________ in child rearing. A) parental discipline B) parental responsiveness and receptiveness C) authoritarian control D) a lack of parental involvement QuestionID: 01-1-06 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) parental responsiveness and receptiveness 7. The detailed, systematic observations of individual children commonly used by scientists in the 19th century came to be known as

A) blank slates. B) baby biographies. C) mental tests. D) critical periods. QuestionID: 01-1-07 Page-Reference: 4 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) baby biographies. 8. ________ based his ideas about child development on evolutionary theory and was interested in age trends in children's beliefs and feelings. A) John Locke B) Jean Jacques Rousseau C) G. Stanley Hall D) Alfred Binet QuestionID: 01-1-08 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: C) G. Stanley Hall 9. James Mark Baldwin, who set up the first psychology laboratory in Canada at the University of Toronto, preferred _______________________ as a way to do research. A) baby biographies B) observation C) experimental research D) introspection QuestionID: 01-1-09 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2 How did the modern science of child development emerge? Answer: C) experimental research 10. ________ uses developmental research to promote healthy development, particularly for vulnerable children and families. A) Family policy

B) Applied developmental science C) A quasi-experimental design D) The Index of Social Health for Children and Youth (ISHCY) QuestionID: 01-1-10 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.3 How do child-development scientists use research findings to improve children's lives? Answer: B) Applied developmental science 11. In child development science, an organized set of ideas that is designed to explain development is referred to as a A) theory. B) critical period. C) tabula rasa. D) case history. QuestionID: 01-1-11 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: A) theory. 12. The view that development is a result of the unfolding of a specific and prearranged scheme or plan within the body is characteristic of A) Konrad Lorenz's ethological theory. B) Sigmund Freud's psychodynamic theory. C) Erik Erikson's psychosocial theory. D) Arnold Gesell's maturational theory. QuestionID: 01-1-12 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: D) Arnold Gesell's maturational theory. 13. ________ theory states that child development occurs according to a prearranged scheme or plan within the body. A) Psychodynamic B) Ecological

C) Maturational D) Cognitive developmental QuestionID: 01-1-13 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: C) Maturational 14. Gesell's maturational theory most closely fits with the ideas of A) Jean Jacques Rousseau. B) Erik Erikson. C) John Locke. D) John Watson. QuestionID: 01-1-14 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: A) Jean Jacques Rousseau. 15. Which of the following theories looks at development from a biological perspective? A) Freud's psychosexual theory B) Bandura's social cognitive theory C) Gesell's maturational theory D) Erikson's psychosocial theory QuestionID: 01-1-15 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: C) Gesell's maturational theory 16. Why was maturational theory eventually discarded? A) It failed to address the impact of environment on children's development. B) It overstated the impact of environment on children's development. C) It was too focused on learning and not enough on biology. D) It failed to address the impact of biology on children's development. QuestionID: 01-1-16

Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: A) It failed to address the impact of environment on children's development. 17. An evolutionary perspective is most closely associated with which of the following theories? A) psychosocial B) psychodynamic C) maturational D) ethological QuestionID: 01-1-17 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: D) ethological 18. When a particular type of learning can take place only during a specific time period, not before or after that period, there is a(n) ________ for learning that behaviour. A) instinct B) critical period C) blank slate D) emotional bond QuestionID: 01-1-18 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: B) critical period 19. According to ethologists, some behaviours can only be learned A) when the behaviour is reinforced and opposing behaviours are punished. B) through observational learning. C) during a critical period when the organism is biologically programmed to learn that behaviour. D) when the conflict between biological drives and society's standards is resolved. QuestionID: 01-1-19 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual

Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: C) during a critical period when the organism is biologically programmed to learn that behaviour. 20. Raeann believes that babies are born with tendencies to form emotional bonds with their caregivers because it makes them more likely to survive. Raeann's beliefs fit most closely with ________ theory. A) maturational B) psychodynamic C) learning D) ethological QuestionID: 01-1-20 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: D) ethological 21. Creating an emotional bond with the mother is sometimes called A) self-efficacy. B) adapting. C) imprinting. D) maturation. QuestionID: 01-1-21 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1 What are the major tenets of the biological perspective? Answer: C) imprinting. 22. Jill was the first moving object a newly hatched chick saw. The chick later followed her around, just as if Jill were the chick's mother. The chick's behaviour is a result of A) maturation. B) tabula rasa. C) self-efficacy. D) imprinting. QuestionID: 01-1-22 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.1 What are the major tenets of the biological perspective?

Answer: D) imprinting. 23. Sigmund Freud's psychodynamic theory A) emphasizes the influence of early experiences on later development. B) suggests that learning is the key to understanding development. C) suggests that behaviour should be considered in context. D) emphasizes the importance of maturation. QuestionID: 01-1-23 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: A) emphasizes the influence of early experiences on later development. 24. Freud's psychodynamic theory contributed to the field of child development by suggesting that A) learning is more important than maturation. B) early experiences establish patterns that endure throughout a person's life. C) learned, adaptive behaviours influence later development. D) children's cognitive development influences later behaviour. QuestionID: 01-1-24 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: B) early experiences establish patterns that endure throughout a person's life. 25. Freud based his psychodynamic theory on A) his patients' case histories. B) observations of his children. C) correlational research studies. D) experimental research studies. QuestionID: 01-1-25 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: A) his patients' case histories. 26. The id A) wants immediate gratification of bodily desires.

B) provides a sense of morality. C) works to resolve conflicts. D) presses for socially acceptable actions. QuestionID: 01-1-26 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: A) wants immediate gratification of bodily desires. 27. Hedy lives according to the philosophy "If it feels good, do it." Hedy's personality appears to be dominated by her A) ego. B) imprinting. C) superego. D) id. QuestionID: 01-1-27 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) id. 28. If an ego could talk, it might say A) "I want to eat NOW!" B) "Do you think that is the right and honourable way to act?" C) "Let's see if we can discuss this issue calmly and rationally." D) "Is that what your mother would do?" QuestionID: 01-1-28 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: C) "Let's see if we can discuss this issue calmly and rationally." 29. When does the ego start to emerge? A) When the child is five B) During the child's first year C) It is present at birth D) During the child's third year

QuestionID: 01-1-29 Page-Reference: 8 Topic: foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: B) During the child's first year 30. The moral agent in a child's personality is the A) ego. B) superego. C) primitive instincts. D) id. QuestionID: 01-1-30 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: B) superego. 31. Emerson is five years old. She has started to internalize the difference between right and wrong. Which of Freud's three structures has most recently been developed in Emerson? A) ego B) id C) superego D) latency QuestionID: 01-1-31 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: applied Objective: 1.2.2 How do psychodynamic theories account for development? Answer: C) superego 32. The oldest scientific perspective on child development is the ______________ perspective. A) learning B) social cognitive C) ethological D) psychodynamic QuestionID: 01-1-32 Page-Reference: 7-8

Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) psychodynamic 33. Freud proposed that children develop in stages. In order, these stages are A) anal, oral, phallic, latency, genital. B) genital, anal, oral, phallic, latency. C) oral, phallic, anal, genital, latency. D) oral, anal, phallic, latency, genital. QuestionID: 01-1-33 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) oral, anal, phallic, latency, genital. 34. According to Freud, if we experience conflict during a stage of our development, this could result in ________, which means that later in life we will have a tendency to return to behaviours reminiscent of that stage. A) generativity B) fixation C) latency D) a critical period QuestionID: 01-1-34 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: B) fixation 35. According to ________ theory, development is a result of how conflicts are resolved. A) biological B) learning C) cognitive-developmental D) psychodynamic QuestionID: 01-1-35 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Factual

Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) psychodynamic 36. Erikson proposed that, late in life, individuals face their final psychosocial crisis: A) industry vs. inferiority. B) generativity vs. stagnation. C) intimacy vs. isolation. D) integrity vs. despair. QuestionID: 01-1-36 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) integrity vs. despair. 37. Psychosocial theory is associated with A) Arnold Gesell. B) Sigmund Freud. C) Erik Erikson. D) Albert Bandura. QuestionID: 01-1-37 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: C) Erik Erikson. 38. Erikson emphasized A) psychological and social aspects of development. B) biological and physical aspects of development. C) environmental influences on development. D) cognitive development. QuestionID: 01-1-38 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: A) psychological and social aspects of development.

39. Erikson proposed a ________ theory in which development consists of a sequence of stages, each defined by a unique crisis or challenge. A) biological B) learning C) psychosocial D) cognitive-developmental QuestionID: 01-1-39 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: C) psychosocial 40. The first of Erikson's stages focuses on the issue of A) industry vs. inferiority. B) autonomy vs. shame and doubt. C) trust vs. mistrust. D) identity vs. identity confusion. QuestionID: 01-1-40 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: C) trust vs. mistrust. 41. Erikson's theory suggests that 16-year-old Glenn is likely to be facing the challenge of A) realizing that he is an independent person. B) establishing an intimate relationship with another person. C) developing a sense of trust in the world. D) developing a sense of his own identity. QuestionID: 01-1-41 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) developing a sense of his own identity. 42. In Erikson's psychosocial theory, A) outcomes of earlier stages influence how well children deal with the challenges of later stages. B) each stage is self-contained and has no influence on other stages.

C) physical aspects of development are more important than social aspects of development. D) the same challenges are faced over and over again in each stage. QuestionID: 01-1-42 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: A) outcomes of earlier stages influence how well children deal with the challenges of later stages. 43. Jaraan was never really able to answer the question "Who am I?" as a teenager. Erikson would predict that during young adulthood, Jaraan will A) be likely to view his life as satisfactory and worth living. B) establish a loving relationship with another person. C) develop the ability to try new things and handle failure. D) have difficulty forming intimate relationships. QuestionID: 01-1-43 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) have difficulty forming intimate relationships. 44. According to Erikson's theory of psychosocial development, development is A) the result of a natural unfolding of biological plans. B) determined by the resolution of conflicts between one's biological drives and society's standards of right and wrong. C) the result of children's attempts to understand their worlds. D) determined by children's resolution of psychological and social crises. QuestionID: 01-1-44 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2 How do psychodynamic theories account for development? Answer: D) determined by children's resolution of psychological and social crises. 45. Experience plays the most important role in which of the following theories? A) maturational B) cognitive-developmental C) ethological D) learning

QuestionID: 01-1-45 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: D) learning 46. Creating an association between a stimulus (e.g., the sound of a bell or the presence of a rat) and a naturally occurring physical response (e.g., salivation or fear) is referred to as A) classical conditioning. B) imprinting. C) operant conditioning. D) fixation. QuestionID: 01-1-46 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: A) classical conditioning. 47. Who was the first theorist to use learning theory to explain child development? A) Sigmund Freud B) John Watson C) Jean Piaget D) Konrad Lorenz QuestionID: 01-1-47 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories? Answer: B) John Watson 48. Nehama believes that we could totally understand why children behave as they do if we would just look at the rewards and punishments they've received for their behaviours in the past. Nehama looks at child development as a(n) ________ theorist does. A) ecological B) cognitive-developmental C) psychodynamic D) learning

QuestionID: 01-1-48 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: D) learning 49. B.F. Skinner is most closely associated with which of the following concepts? A) imprinting B) self-efficacy C) operant conditioning D) observational learning QuestionID: 01-1-49 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: C) operant conditioning 50. Beth has installed a doorbell inside her house and trained her dog to press the button when he wants to go outside. When the dog presses the doorbell, Beth rewards him by letting him outside. Which approach did Beth use to train her dog? A) classical conditioning B) psychosocial learning C) observational learning D) operant conditioning QuestionID: 01-1-50 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: D) operant conditioning 51. Carol begged her father for some candy when they were in the grocery store. Eventually, Carol's father gave in and bought Carol some candy. According to theories of operant conditioning, what is likely to happen the next time Carol and her father go to the grocery store? A) Carol will not beg for candy because her father punished her begging the last time they were in the store. B) Carol will not beg for candy because her father reinforced her begging the last time they were in the store. C) Carol will beg for candy because her father reinforced her begging the last time they were in the store. D) Carol will beg for candy because her father punished her begging the last time they were in the store.

QuestionID: 01-1-51 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: C) Carol will beg for candy because her father reinforced her begging the last time they were in the store. 52. When eight-year-old Chris brought home a report card with all A's his parents gave him one dollar for each A. Chris's parents were attempting to use ________ to shape Chris's future behaviour. A) negative reinforcement B) positive reinforcement C) punishment D) self-efficacy QuestionID: 01-1-52 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: B) positive reinforcement 53. Whenever Krysia hung up her coat and put away her backpack after school, she was excused from setting the table, a chore she detests. Krysia's parents were using ________ to modify her behaviour. A) self-efficacy B) punishment C) negative reinforcement D) positive reinforcement QuestionID: 01-1-53 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: C) negative reinforcement 54. A reward that consists of taking away something unpleasant is called A) positive reinforcement. B) negative reinforcement. C) extinction. D) punishment.

QuestionID: 01-1-54 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories? Answer: B) negative reinforcement. 55. Seth failed to put away his bicycle at night as he was supposed to do. His father told him that he would not be allowed to ride his bicycle for one week. Seth's father tried to change Seth's behaviour by using A) negative punishment. B) positive punishment. C) positive reinforcement. D) negative reinforcement. QuestionID: 01-1-55 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: A) negative punishment. 56. A consequence that decreases the future likelihood of the behaviour that it follows is called A) positive reinforcement. B) negative reinforcement. C) self-efficacy. D) punishment. QuestionID: 01-1-56 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.3 What is the focus of learning theories? Answer: D) punishment. 57. ______________ will make a behaviour more likely to occur again, while ______________ will make a behaviour less likely to occur again. A) Negative reinforcement; negative punishment B) Positive punishment; negative punishment C) Positive reinforcement; negative reinforcement D) Positive punishment; negative punishment QuestionID: 01-1-57

Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: A) Negative reinforcement; negative punishment 58. Frank was watching a Saturday morning cartoon in which the main character kicked someone and took away a toy. Frank then walked across the room and kicked his brother Joe and took away Joe's toy just as a cartoon character had done on the TV show. According to social cognitive theory, Frank has just demonstrated A) observational learning or imitation. B) punishment for aggressive behaviour. C) reinforcement for sharing toys. D) imprinting. QuestionID: 01-1-58 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: A) observational learning or imitation. 59. Amanda noticed that whenever other children asked a question in class, their teacher seemed to get mad at them. Amanda decided not to ask her teacher for help, even though she needed it and her teacher had never seemed to be angry with her. Amanda's behaviour was shaped by A) positive reinforcement. B) negative reinforcement. C) observational learning. D) self-efficacy. QuestionID: 01-1-59 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: C) observational learning. 60. Nate watched another boy pull a girl's hair. Nate is most likely to imitate the boy's behaviour if A) the boy is not very popular. B) a teacher sends Nate to time-out. C) the girl smiled at the boy after he pulled her hair. D) the boy is not very nice to others.

QuestionID: 01-1-60 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: C) the girl smiled at the boy after he pulled her hair. 61. Social cognitive theory extended operant conditioning theory by adding the concept of A) observational learning. B) punishment. C) reinforcement. D) genetic influences. QuestionID: 01-1-61 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: A) observational learning. 62. Six-year-old Sarah had been watching her older brother and sister in swim meets for several years. Sarah believed she was a good swimmer too, and eagerly entered her first swim meet shortly after she turned six. Bandura would say that ________ played a role in Sarah's desire to imitate her siblings. A) genetic factors B) self-efficacy C) punishment D) negative reinforcement QuestionID: 01-1-62 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3 What is the focus of learning theories? Answer: B) self-efficacy 63. One difference between Skinner's operant conditioning and Bandura's social cognitive theory is that A) Bandura believes children play an active role in their own development while Skinner sees them as being shaped by the environment. B) Skinner views reinforcement and punishment as being unimportant while Bandura does not. C) Skinner believes that self-efficacy influences behaviour while Bandura does not. D) Bandura emphasizes rewards and punishment while Skinner does not. QuestionID: 01-1-63

Page-Reference: 10-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3 What is the focus of learning theories? Answer: A) Bandura believes children play an active role in their own development while Skinner sees them as being shaped by the environment. 64. The cognitive-developmental perspective is mainly concerned with A) experience. B) personality. C) thinking. D) context. QuestionID: 01-1-64 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: C) thinking. 65. Jean Piaget is associated with ________ theory. A) ecological B) psychodynamic C) learning D) cognitive-developmental QuestionID: 01-1-65 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: D) cognitive-developmental 66. Piaget believed that children A) are passively shaped by their experiences. B) actively try to make sense of their world. C) learn through a series of reinforcements and punishments. D) face a series of conflicts or challenges as they develop. QuestionID: 01-1-66 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual

Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: B) actively try to make sense of their world. 67. Jean Piaget's theory of cognitive development focused on A) the resolution of psychological crises. B) improvements in mental hardware and software. C) children's creation of "theories" that help them understand their worlds. D) adaptive behaviours that are learned during critical periods. QuestionID: 01-1-67 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: C) children's creation of "theories" that help them understand their worlds. 68. Your neighbour tells you about his little boy who is always manipulating objects "just like a scientist trying to test his theory about the world." Having just read the first chapter of your child development textbook, you reply, "You sound just like A) B.F. Skinner!" B) Sigmund Freud!" C) Urie Bronfenbrenner!" D) Jean Piaget!" QuestionID: 01-1-68 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: D) Jean Piaget!" 69. Piaget stated that children's theories about the world A) remain the same until adulthood. B) undergo three major changes during development. C) are never tested by the children. D) are based on what adults tell them. QuestionID: 01-1-69 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking?

Answer: B) undergo three major changes during development. 70. Piaget claimed that radical revisions occur ______ time(s) during development. A) one B) three C) four D) seven QuestionID: 01-1-70 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: B) three 71. Which shows the correct sequence of Piaget's stages of cognitive development? A) preoperational, concrete operational, formal operational, sensorimotor B) sensorimotor, concrete operational, preoperational, formal operational C) sensorimotor, preoperational, concrete operational, formal operational D) concrete operational, formal operational, sensorimotor, preoperational QuestionID: 01-1-71 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.4 How do cognitive-developmental theories explain changes in children's thinking? Answer: C) sensorimotor, preoperational, concrete operational, formal operational 72. ________ was a theorist who was primarily interested in ways that adults convey cultural beliefs to children. A) Piaget B) Skinner C) Freud D) Vygotsky QuestionID: 01-1-72 Page-Reference: 13 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5 What are the main points of the contextual approach? Answer: D) Vygotsky 73. Caitlyn has grown up in a family that has a long history of baking. Her parents own a bakery that

was passed down to them from Caitlyn's grandparents. She has learned, from working with her parents and grandparents, how to make dough, roll dough, and how to ultimately bake the loaves of bread. Caitlyn can almost be viewed as an 'apprentice' working with her family. Which theory best explains Caitlyn's upbringing? A) Freud's psychodynamic theory B) Vygotsky's theory of contextual development C) Biological theory D) Bronfenbrenner's theory of ecological systems QuestionID: 01-1-73 Page-Reference: 13 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.5 What are the main points of the contextual approach? Answer: B) Vygotsky's theory of contextual development 74. According to Bronfenbrenner, the people and objects in an individual's immediate environment represent the A) macrosystem. B) exosystem. C) microsystem. D) mesosystem. QuestionID: 01-1-74 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach? Answer: C) microsystem. 75. According to Bronfenbrenner's Ecological Systems Theory, the dimension in which all other systems change over time is called the A) macrosystem. B) mesosystem. C) chronosystem. D) microsystem. QuestionID: 01-1-75 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach? Answer: C) chronosystem.

76. Research by David De Wit and colleagues has shown that the Big Brothers Big Sisters programs A) alleviate emotional problems and anxieties and improve the social skills of children. B) help children do better in school, but don't have much of an impact on social skills. C) have no impact on children at all. D) improve social skills of children, but don't help in other domains. QuestionID: 01-1-76 Page-Reference: 16 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5. What are the main points of the contextual approach? Answer: A) alleviate emotional problems and anxieties and improve the social skills of children. 77. As your textbook mentions, various systems interact, and situations are complex. "A devastating example of this concept was shown with the imposition of residential schools for Indigenous children in Canada, where children were removed—often forcibly—from their homes, families, and traditional lands. In various phases, such as what became known as "the sixties scoop." Which theory block best matches this example? A) learning B) cognitive-developmental C) psychodynamic D) contextual QuestionID: 01-1-77 Page-Reference: 16 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life? Answer: D) contextual 78. Biology is to environment as ________ theory is to ________ theory. A) maturational; learning B) psychosocial; ethological C) Piaget's; Freud's D) psychodynamic, Erikson's psychosocial QuestionID: 01-1-78 Page-Reference: 17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: A) maturational; learning

79. Which of the following is true of the five perspectives (psychodynamic, learning, contextual, cognitivedevelopmental, biological) used to explain child development? A) No single perspective on its own provides a truly complete explanation of all aspects of children's development. B) The biological perspective has been shown to be superior to the other four approaches. C) The learning perspective is best at explaining how children's thinking changes as they grow older. D) The psychodynamic approach is the most widely used today. QuestionID: 01-1-79 Page-Reference: 16-17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach? Answer: A) No single perspective on its own provides a truly complete explanation of all aspects of children's development. 80. The idea of continuity in development A) is consistent with the view that behaviour during the preschool years is not related to behaviour during later childhood. B) means that development in one domain is related to development in other domains. C) is consistent with the view that early development is related to later development. D) means that development is jointly influenced by heredity and environment. QuestionID: 01-1-80 Page-Reference: 18 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life? Answer: C) is consistent with the view that early development is related to later development. 81. Yvonne was a busy, energetic child who grew up to be a busy, energetic adult. Yvonne provides an example of A) the influence of nurture on development. B) continuity in development. C) the connectedness of different domains of development. D) the active role of the child in development. QuestionID: 01-1-81 Page-Reference: 18 Topic: Themes in Child-Development Research

Skill: Applied Objective: 1.3.1. How well can developmental outcomes be predicted from early life? Answer: B) continuity in development. 82. The continuity-discontinuity issue addresses the question of whether A) genes or environment are most important. B) development in different domains is related. C) children actively influence their own development. D) early development is related to later development. QuestionID: 01-1-82 Page-Reference: 18 Topic: Themes in Child-Development Research Skill: Factual Objective: 1.3.1. How well can developmental outcomes be predicted from early life? Answer: D) early development is related to later development. 83. The nature-nurture issue is concerned with A) the connection of development in one domain to development in other domains. B) the role that children play in influencing their own development. C) the roles that biology and environment play in development. D) how early development is related to later development. QuestionID: 01-1-83 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development? Answer: C) the roles that biology and environment play in development. 84. Jackie feels that superior genes are the primary reason her daughter Jacqueline is intellectually gifted. Jackie believes in the importance of A) the active child. B) continuity. C) nature. D) the connection of domains. QuestionID: 01-1-84 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.2. How do heredity and environment influence development?

Answer: C) nature. 85. Travis insists that people are the masters of their own destinies. Travis believes in A) the active child. B) the passive child. C) continuity. D) discontinuity. QuestionID: 01-1-85 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development? Answer: A) the active child. 86. Ximena and Chris believe that they don't need to worry about parenting their new son, Brant, because he was born with a good nature and his good nature will determine his outcomes in life. Chris and Ximena's views of parenting are consistent with the ________ of the ________ issue. A) nature; nature-nurture B) passive; active-passive child C) connection; connection of domains D) continuity; continuity-discontinuity QuestionID: 01-1-86 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.2. How do heredity and environment influence development? Answer: A) nature; nature-nurture 87. Michael and Lisa are new parents and they believe that their actions will influence their new son. They don't think that their son's behaviour will influence their parenting. Michael and Lisa's views of parenting are consistent with the ________ position of the ________ issue. A) nature; nature-nurture B) passive; active-passive child C) connection; connection of domains D) continuity; continuity-discontinuity QuestionID: 01-1-87 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development?

Answer: B) passive; active-passive child 88. Based on her experience in rearing five children, Elaine believes that personality influences the rate of physical-motor development. Elaine appears to take the view that A) development is always jointly influenced by heredity and environment. B) early development is related to later development. C) development in different domains is connected. D) children are at the mercy of the environment. QuestionID: 01-1-88 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Applied Objective: 1.3.4. Is development in different domains connected? Answer: C) development in different domains is connected. 89. Which of the following statements best represents the prevailing view among developmentalists? A) Social development is not related to cognitive development. B) Physical development is not related to cognitive development. C) Social development is not related to physical development. D) Physical, social, and cognitive development are interrelated. QuestionID: 01-1-89 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected? Answer: D) Physical, social, and cognitive development are interrelated. 90. Who was 'correct' about child development? Locke (child as blank slate) or Rousseau (development unfolding naturally)? A) Locke was correct. Experiences are crucial to a child's development. B) They were both correct. Experiences are crucial but a child's temperament can change what experiences he or she has access to. C) Rousseau was correct. The child's unique characteristics are crucial to a child's development. D) Neither were correct. Development is discontinuous. QuestionID: 01-1-90 Page-Reference: 20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development? Answer: B) They were both correct. Experiences are crucial but a child's temperament can change what

experiences he or she has access to. 91. Irina wants to study infant language development. She decides to watch 10 babies once a month from birth to two years of age and write down the sounds they make and the words they use. Irina is using A) self-report. B) systematic observation. C) sampling behaviour with tasks. D) interviews. QuestionID: 01-1-91 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) systematic observation. 92. Research measures that involve watching children's unprompted behaviour in real-life settings are referred to as A) structured observations. B) tasks that sample behaviour. C) self-report measures. D) naturalistic observations. QuestionID: 01-1-92 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) naturalistic observations. 93. Which of the following is true of naturalistic observations? A) Researchers usually record all of a child's behaviours. B) Because children are being observed in their natural settings, the behaviour of interest in less likely to be disturbed. C) This method is useful for studying phenomena that occur rarely. D) This method is useful for studying behaviours that occur in private settings. QuestionID: 01-1-93 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) Because children are being observed in their natural settings, the behaviour of interest in less likely

to be disturbed. 94. The factors subject to change that a researcher records in an observation are referred to as A) variables. B) samples. C) populations. D) correlation coefficients. QuestionID: 01-1-94 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) variables. 95. Which of the following is a variable? A) The number of siblings a child has. B) A child who participates in a study. C) The results of a study. D) A checklist used to record information about a child's behaviour. QuestionID: 01-1-95 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) The number of siblings a child has. 96. Pepler, Craig, and Roberts (1998) used __________________ to study prosocial and aggressive behaviour on Toronto's playgrounds. A) naturalistic observation B) structured observation C) self-report data D) experimental data QuestionID: 01-1-96 Page-Reference: 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) naturalistic observation 97. The ______ design has been referred to as a "snapshot" taken at one point in time.

A) longitudinal B) microgenetic C) cross-sectional D) longitudinal-sequential QuestionID: 01-1-97 Page-Reference: 32-34 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: C) cross-sectional 98. One drawback of structured observations is that A) the artificial nature of the setting may distort the behaviour of interest. B) they cannot be used to study behaviours that occur naturally only rarely. C) they can only be used to study behaviours that occur in public settings. D) they cannot be performed in a laboratory. QuestionID: 01-1-98 Page-Reference: 22,25 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) the artificial nature of the setting may distort the behaviour of interest. 99. What is one of the possible problems with the research conducted by Sturge-Apple et al. (2010)? A) It allowed researchers to gain insight into parental behaviour B) The moms in the study may have known they were being videotaped and thus may have displayed their best parenting behaviour C) The children wanted to continue playing, not clean up D) The situation was moderately challenging for the mothers QuestionID: 01-1-99 Page-Reference: 22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) The moms in the study may have known they were being videotaped and thus may have displayed their best parenting behaviour 100. Which of the following statements best describes observer bias? A) Children tend to watch a researcher more than their parents. B) We are more likely to notice events that fit into our theories.

C) Children are often unaware that they are being watched. D) We are more likely to behave nicely when people are watching us. QuestionID: 01-1-100 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) We are more likely to notice events that fit into our theories. 101. What might a researcher do to avoid a potential observation bias? A) Establishing behavioural definitions and observational guidelines prior to the observations. B) Make sure he or she is observing carefully. C) Clearly explain the research with the participants. D) Perform the study multiple times. QuestionID: 01-1-101 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) Establishing behavioural definitions and observational guidelines prior to the observations. 102. Jack has designed a method of evaluating aggressiveness by having two observers use the same agreed-upon measures to perform observations. He has found that the child being observed scored high in aggressiveness with one observer and low on aggressiveness with the other observer. This is a problem of: A) inter-rater reliability. B) observer influence. C) observer bias. D) concurrent validity. QuestionID: 01-1-102 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) inter-rater reliability. 103. Which of the following refers to our tendency to act differently when we know someone is watching us? A) observer bias B) habituation

C) reliability D) observer influence QuestionID: 01-1-103 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) observer influence 104. An infant comes to the lab to be observed. At first, she is very shy and seems uncomfortable with the researcher, but after a few minutes she doesn't seem to even notice the researcher. What has happened here? A) reliability B) blind observation C) habituation D) a longitudinal study QuestionID: 01-1-104 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) habituation 105. Which of the following measures involves sampling behaviour with a task? A) putting a number of objects in front of a child and having the child count them B) listening to children's everyday conversations and recording the complexity of their sentence structures C) asking children how much television they watch in one week D) having children fill out a questionnaire about their study habits QuestionID: 01-1-105 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) putting a number of objects in front of a child and having the child count them 106. Which of the following is a strength associated with measures that sample behaviour with tasks? A) Children's behaviour is seen as it occurs naturally. B) They almost always validly represent real-life behaviours. C) They are convenient to use. D) They assure representative sampling.

QuestionID: 01-1-106 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) They are convenient to use. 107. Which of the following is true of sampling behaviour with tasks? A) Sampling behaviour with tasks may not really sample the behaviour of interest. B) Sampling behaviour with tasks can be used to observe behaviour directly. C) Sampling behaviour with tasks isn't a popular method because it isn't convenient to use. D) Sampling behaviour with tasks might lead some children to provide socially acceptable answers. QuestionID: 01-1-107 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) Sampling behaviour with tasks may not really sample the behaviour of interest. 108. ________ measures ask children questions about the topic of interest. A) Naturalistic observation B) Structured observation C) Sampling behaviour with tasks D) Self-report QuestionID: 01-1-108 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) Self-report 109. Which of the following is a problem with the use of self-report? A) Answers do not lead directly to information on the topic of interest. B) Children may provide answers that are socially acceptable. C) The collection of information is not convenient. D) Children have very accurate memories so their answers regarding past events can be trusted. QuestionID: 01-1-109 Page-Reference: 23-24 Topic: Doing Child-Development Research

Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) Children may provide answers that are socially acceptable. 110. Alvaro is interested in finding out how children's conceptions of death change with age. He decides to interview children and ask them questions such as "What happens when people die?" and "Do people eat when they die?" Alvaro is using a form of ________ to measure children's conceptions of death. A) naturalistic observation B) self-report C) sampling behaviour with tasks D) structured observation QuestionID: 01-1-110 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) self-report 111. Clara is trying to learn more about children's television viewing. She decides that she is going to ask children to provide their own answers to her questions about the types of shows they like to watch and how long they spend watching them. She decides to use self-report. What is a likely reason for her choice of research method? A) Children may not remember how much time they spend watching television. B) Children are more likely to be influenced by response bias. C) There aren't any other research methods that would work for this type of research. D) It is convenient, allowing her to reach groups of children. QuestionID: 01-1-111 Page-Reference: 23-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) It is convenient, allowing her to reach groups of children. 112. The tendency to select socially acceptable answers is called A) response bias. B) self-report. C) validity. D) sampling behaviour. QuestionID: 01-1-112 Page-Reference: 24

Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) response bias. 113. Abe is investigating moral reasoning by asking children what they would do in different situations, such as if one of their friends would shoplift when they were together. He is concerned that children may be giving him the answers they think he wants to hear rather than their genuine feelings about what they would really do. Abe is worried about A) cohort effects. B) representative sampling. C) response bias. D) confidentiality. QuestionID: 01-1-113 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) response bias. 114. Which of the following is a weakness of self-report measures? A) They are difficult to use with behaviours that are rare or that typically occur in private settings. B) They may be invalid because they cannot sample behaviour as it occurs naturally. C) They may be invalid because structured settings distort the behaviour. D) They may be invalid because children answer incorrectly due to forgetting or response bias. QuestionID: 01-1-114 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) They may be invalid because children answer incorrectly due to forgetting or response bias. 115. What are examples of physiological methods that can be used in research with children? A) heart rate measurements and cortisol level measurement B) self-report C) systematic observation D) sampling behaviour with tasks QuestionID: 01-1-115 Page-Reference: 24-25 Topic: Doing Child-Development Research

Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) heart rate measurements and cortisol level measurement 116. A measure is ________ if the results are consistent over time. A) representative B) reliable C) valid D) a sample QuestionID: 01-1-116 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) reliable 117. Mary chose to assess the quality of infants' relationships with their caregivers by observing infants in a laboratory situation wherein the infants experienced a series of separations from and reunions with their caregivers. What kind of measure did Mary use? A) self-report B) naturalistic observation C) structured observation D) questionnaire QuestionID: 01-1-117 Page-Reference: 22, 25 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) structured observation 118. Belsky and colleagues (2010) wondered whether the age at which girls entered puberty was related to the security of their emotional attachment to their mother during infancy. The investigators assessed security of mother–infant attachment when girls were 15 months old and used data from physical exams to determine when girls entered puberty. The correlation was .47, indicating that, in general, A) there was no relationship between attachment and the onset of puberty. B) if the daughters were attached insecurely, they tended to experience later onset of puberty. C) daughters with more secure attachment as infants tended to enter puberty at an older age. D) attachment to their aunts, instead of their mothers, was the main indicating factor regarding age of onset of puberty. QuestionID: 01-1-118

Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development?, 1.4.2. What general research designs are used in child-development research? Answer: C) daughters with more secure attachment as infants tended to enter puberty at an older age. 119. If Mohammed took the same achievement test three different times and received scores of 100, 55, and 75, the test would have low levels of A) validity. B) representativeness. C) sampling behaviour. D) reliability. QuestionID: 01-1-119 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: D) reliability. 120. ________ refers to whether a measure really measures what it is intended to measure. A) Validity B) Reliability C) Sampling D) Stability QuestionID: 01-1-120 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A) Validity 121. To measure children's social skill, you decide to use the number of interactions children have with other children. As you collect data, you notice that some children who have many interactions do not seem to be very socially skilled because many of their interactions are negative. This makes you question the ________ of your measure. A) sampling B) stability C) validity D) reliability

QuestionID: 01-1-121 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) validity 122. A researcher is interested in the development of early math skills in Canadian preschool females. He observes 25 children at a local day care centre. The population he is studying is A) humans. B) Canadian children. C) Canadian preschool females. D) the 25 children at the local day care centre. QuestionID: 01-1-122 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: C) Canadian preschool females. 123. Ludmilla is interested in finding out how children typically learn math concepts. She found a class of gifted math students willing to be her subjects. What might be an issue with using that particular group of students as subjects? A) response bias B) representative sampling C) structured setting D) cohort effects QuestionID: 01-1-123 Page-Reference: 25-26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: B) representative sampling 124. Correlations can range from A) 0 to 100. B) 1 to 10. C) -1.00 to 1.00. D) -.10 to .10. QuestionID: 01-1-124

Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) -1.00 to 1.00. 125. A correlation coefficient of 0.0 indicates what about the relation between two variables? A) The two variables are directly related. B) The two variables are inversely related. C) The two variables are completely unrelated. D) This coefficient indicates which variable was the "cause" and which the "effect." QuestionID: 01-1-125 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) The two variables are completely unrelated. 126. The symbol for correlational coefficient is A) c. B) m. C) z. D) r. QuestionID: 01-1-126 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) r. 127. In a correlational study A) factors are manipulated to determine whether they are related. B) it is possible to determine whether there is a causal relationship between two variables. C) it is possible to determine whether two variables are related, but not whether there is a causal relationship between the variables. D) there is an independent variable and a dependent variable. QuestionID: 01-1-127 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual

Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) it is possible to determine whether two variables are related, but not whether there is a causal relationship between the variables. 128. A correlation of .82 was found between the number of hours studied and final exam scores. This means that A) students who studied less received higher exam scores. B) students who studied less received lower exam scores. C) studying caused students to receive higher exam scores. D) the amount of studying was unrelated to exam scores. QuestionID: 01-1-128 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: B) students who studied less received lower exam scores. 129. A high correlation between a child's behaviour (e.g., being aggressive) and that of her parents (e.g., spanking) indicates that A) the child's aggression caused the spanking. B) the spanking caused the aggression. C) shared aggressive genes, a third factor, caused the child's aggression and the parents' spanking. D) aggression and spanking are related but correlations do not indicate causality. QuestionID: 01-1-129 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) aggression and spanking are related but correlations do not indicate causality. 130. In an experimental study, the ________ is manipulated to observe its effects on another variable. A) dependent variable B) independent variable C) correlation coefficient D) random assignment QuestionID: 01-1-130 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: B) independent variable 131. A researcher is interested in how the scores that children receive on a spelling test are affected by the amount of food that they eat for lunch. The independent variable is A) the age of the children. B) the scores on the spelling test. C) the words on the spelling test. D) the amount of food eaten for lunch. QuestionID: 01-1-131 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) the amount of food eaten for lunch. 132. Sonja conducts an experiment to determine whether listening to music affects emotional state. She has children wait alone in a room that either did or did not have music playing and then has them complete a questionnaire asking about their current level of happiness. The independent variable in this study is A) how happy they were before the study began. B) being alone in the room while waiting. C) whether or not music was playing in the room. D) their level of happiness as rated on the questionnaire. QuestionID: 01-1-132 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) whether or not music was playing in the room. 133. The variable in an experiment that is observed to see if it changes when another variable is manipulated is called the A) correlation coefficient. B) independent variable. C) cohort. D) dependent variable. QuestionID: 01-1-133 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Factual

Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) dependent variable. 134. Yuri is interested in finding out whether exercise affects boys' and girls' performance on a memory task. The dependent variable in this situation is A) memory performance. B) the amount of exercise. C) the age of the children. D) gender. QuestionID: 01-1-134 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: A) memory performance. 135. Professor Gordon is studying the effects of peer relationships on emotional well-being in Canadian children. She collects information from a sample of 900 Grade 3 children. Although she has a lot of information about these particular 900 children, what does she need to do in order to draw conclusions about Canadian Grade 3 children? A) Prove her null hypothesis. B) Interview every Grade 3 child in Canada. C) Discuss the findings with researchers in other countries. D) Calculate inferential statistics. QuestionID: 01-1-135 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) Calculate inferential statistics. 136. In an experiment, the null hypothesis states A) the debriefing information for the participants in this experiment. B) that the researcher will find what his/her theory predicts. C) the previous findings in this area of research. D) that no significant effect will be found in this experiment. QuestionID: 01-1-136 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual

Objective: 1.4.2. What general research designs are used in child-development research? Answer: D) that no significant effect will be found in this experiment. 137. A weakness of experimental studies is that A) they cannot be used to determine cause and effect. B) results may not be representative of real-life behaviour. C) they cannot be used in a laboratory setting. D) they are usually expensive. QuestionID: 01-1-137 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: B) results may not be representative of real-life behaviour. 138. Nora conducts an experimental study and finds that her resulting probability is .03. What does this mean? A) Her results are not significant. B) Her results are attributed to the experimental manipulation 3 times in 100. C) Her results are significant. D) She will accept the null hypothesis. QuestionID: 01-1-138 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) Her results are significant. 139. Kyoung-Lae conducts an experimental study and after subjecting his results to statistical analyses, decides to reject the null hypothesis. What does this mean? A) His results are significant. B) His results are due to chance. C) His probability is greater than .05. D) There was a problem in his research methodology. QuestionID: 01-1-139 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research?

Answer: A) His results are significant. 140. A strength of experimental studies is that A) they measure behaviour in a natural setting. B) no manipulation of variables is done. C) they allow conclusions about cause and effect. D) only a single study is needed to definitely settle a question. QuestionID: 01-1-140 Page-Reference: 28-30 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) they allow conclusions about cause and effect. 141. Field experiments A) involve manipulation of independent variables. B) occur in a laboratory setting. C) do not allow investigators to draw conclusions about cause and effect. D) are usually fairly easy to conduct. QuestionID: 01-1-141 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.2. What general research designs are used in child-development research? Answer: A) involve manipulation of independent variables. 142. Dr. Land conducted a study in a preschool to test his hypothesis that the amount of unstructured time (free play) in a day affects the amount of unruliness that children display. Teachers systematically varied the amount of free play each day for a month, and Dr. Land's research assistants recorded the amount of unruliness children displayed each day. This study would best be described as a(n) A) correlational study. B) laboratory experiment C) field experiment. D) self-report study. QuestionID: 01-1-142 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) field experiment.

143. DeLoache et al. (2010) studied whether videos designed to promote vocabulary actually help babies learn words. They assigned one-year-olds randomly to one of three conditions. In one, several times each week the infant and parent watched a commercial DVD designed to increase the infant's vocabulary. In a second condition, parents were simply told the 25 words featured in the DVD and encouraged to help their infants master them. In a third, control condition, infants saw no videos and parents weren't told the words. After four weeks, experimenters tested infants' knowledge of the 25 words in the DVD. This is an example of a A) field experiment. B) case study. C) laboratory experiment. D) correlational study. QuestionID: 01-1-143 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: A) field experiment. 144. Professor Bake is comparing the working memory of four- and five-year-olds. She reads a list of words to 30 four-year-olds and records how many of the words they were able to recall. She does the same thing with 30 five-year olds. She then compares the average number of words remembered by the four-year-olds to the average number of words remembered by the five-year-olds. This is an example of which type of research? A) quantitative B) longitudinal C) qualitative D) habituation QuestionID: 01-1-144 Page-Reference: 30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: A) quantitative 145. Professor Kiefer is interested in learning about how easily children make the transition from grade school to high school. She interviews 120 Grade 8 students at various schools and collects information about their hopes, fears, and general feelings about moving on to high school. This is an example of which type of research? A) quantitative B) longitudinal C) qualitative

D) habituation QuestionID: 01-1-145 Page-Reference: 30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: C) qualitative 146. What is true about research designs used by developmentalists? A) Researchers usually rely on one study or method to reach conclusions. B) Researchers prefer to find converging evidence from as many different kinds of studies as possible. C) These days, researchers use experimental research designs because correlational designs have been found to have too many weaknesses. D) Usually one investigation can definitively answer a question asked by a researcher. QuestionID: 01-1-146 Page-Reference: 30 Topic: Doing Child-Development Research Skill: conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: B) Researchers prefer to find converging evidence from as many different kinds of studies as possible. 147. Marcio studies developmental changes in intelligence by testing one group of subjects when they are 4, 8, 12, and 16 years of age. What kind of design is Marcio using? A) self-report B) observational C) cross-sectional D) longitudinal QuestionID: 01-1-147 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: D) longitudinal 148. A microgenetic study would best be described as A) a very short longitudinal study. B) a very long longitudinal study. C) a very short cross-sectional study. D) a very long cross-sectional study.

QuestionID: 01-1-148 Page-Reference: 31 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A) a very short longitudinal study. 149. Which of the following is a disadvantage of longitudinal studies? A) The development of "test-wise" subjects. B) The complication of interpretation of differences between groups. C) The sample of subjects over the course of the research stays the same. D) The cost of conducting a longitudinal study is relatively low. QuestionID: 01-1-149 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A) The development of "test-wise" subjects. 150. Which of the following is NOT a disadvantage of a longitudinal approach? A) They cannot answer questions about the continuity or discontinuity of behaviour. B) Subject dropout may alter results. C) Results may be specific to a particular cohort. D) Repeated testing may distort results. QuestionID: 01-1-150 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A) They cannot answer questions about the continuity or discontinuity of behaviour. 151. In 1999, Hall and Kail investigated age differences in arithmetic performance in 8- to 12-year-olds. Based on the information given, what can you conclude about the type of approach Hall and Kail used? It was A) longitudinal. B) cross-sectional. C) correlational. D) experimental. QuestionID: 01-1-151 Page-Reference: 32-33

Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: B) cross-sectional. 152. Cohort effects can be a problem in ________ studies. A) cross-sectional B) correlational C) longitudinal D) cross-sectional and longitudinal QuestionID: 01-1-152 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: D) cross-sectional and longitudinal 153. Differences between age groups resulting from environmental events rather than developmental processes are referred to as A) response biases. B) cohort effects. C) representative samplings. D) artificial settings. QuestionID: 01-1-153 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: B) cohort effects. 154. The fact that differences between age groups may result as easily from chance environmental events as from significant developmental processes is A) an example of the sample constancy problem. B) an example of selective attrition. C) a problem with a random sample from a population of interest. D) a major disadvantage of the cross-sectional approach. QuestionID: 01-1-154 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Factual

Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: D) a major disadvantage of the cross-sectional approach. 155. Selective attrition is a problem with which type of research method? A) longitudinal designs B) cross-sectional designs C) correlational studies D) qualitative designs QuestionID: 01-1-155 Page-Reference: 32 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A) longitudinal designs 156. Different sequences of children are tested longitudinally in a study with a A) cross-sectional design. B) longitudinal design. C) longitudinal-sequential design. D) microgenetic design. QuestionID: 01-1-156 Page-Reference: 33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: C) longitudinal-sequential design. 157. Dr. Roberts wants to compare the results of many studies that have looked at the relation between gender and math ability. Dr. Roberts would find a ________ most appropriate for his needs. A) microgenetic design B) meta-analysis C) longitudinal-sequential design D) quasi-experimental design QuestionID: 01-1-157 Page-Reference: 34 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: B) meta-analysis

158. ________ is a tool that allows researchers to synthesize the results of many studies to estimate relations between variables. A) Quasi-experimental design B) Microgenetic design C) Naturalistic observation D) Meta-analysis QuestionID: 01-1-158 Page-Reference: 34 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: D) Meta-analysis 159. Johan conducts a study where he follows the same children over a course of five years to see how the use of electronics impacts their vocabulary. He doesn't implement any manipulations into his research study; he simply observes the children's use of electronics and how it relates to their vocabulary development. What type of research design is Johan likely using? A) longitudinal-correlational B) cross-sectional correlational C) longitudinal-experimental D) cross-sectional experimental QuestionID: 01-1-159 Page-Reference: 33 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A) longitudinal-correlational 160. Which of the following is an ethical responsibility that researchers have to the participants in their research? A) Researchers do not need to explain the use of deception in their studies. B) Children's data should be linked with their names so that they can be identified easily. C) Researchers should minimize the potential for harm or stress to their participants. D) Researchers do not need to describe the research to participants before they decide to participate. QuestionID: 01-1-160 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow?

Answer: C) Researchers should minimize the potential for harm or stress to their participants. 161. Deciding whether a research study is ethical is A) usually done by the researcher alone. B) typically done by a review board. C) arbitrary because no one has established uniform guidelines for making decisions about whether research is ethical. D) determined by whether a study is deemed as being worthy of publication. QuestionID: 01-1-161 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: B) typically done by a review board. 162. After any research is conducted with human participants, those participants must be given a ________, explaining the purpose of the research. A) debriefing B) video C) informed consent D) inferential statistics package QuestionID: 01-1-162 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: A) debriefing 163. How does a researcher obtain informed consent from a child? A) Because the child is a minor, the researcher doesn't need to worry about obtaining informed consent. B) The researcher must ask the child's parent(s) first, and then ask the child for their assent. C) The researcher only has to ask the child's parent(s). D) The researcher only has to ask the child if they agree to participate. QuestionID: 01-1-163 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: B) The researcher must ask the child's parent(s) first, and then ask the child for their assent.

164. When the study is complete and the data have been analyzed, researchers may write a report of their work. This report uses a standard format that usually includes four main sections. Which one of the following is not one of those sections? A) A formulative section that describes the research statistics and the names of participants. B) A results section presenting findings, verified with statistical analyses. C) A discussion section in which the authors explain the links between their results and their hypotheses. D) An introduction that describes the topic or question and the authors' hypotheses. QuestionID: 01-1-164 Page-Reference: 36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.5. How do researchers communicate results to other scientists? Answer: A) A formulative section that describes the research statistics and the names of participants. 165. One of the ways that child-development researchers can contribute to sound family policy is by A) evaluating health-promoting policies and programs. B) allowing children to represent their own interests in society. C) working outside of the realm of government policies. D) controlling chronosystem influences. QuestionID: 01-1-165 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy? Answer: A) evaluating health-promoting policies and programs. 166. Which of the following statements is true about family policy? A) Child-development research does not affect family policy. B) Researchers can only affect policy if they are also members of a political party. C) Applied developmental science uses research to promote healthy development in children. D) Research is not helpful in changing policy because the policy-makers do not understand it. QuestionID: 01-1-166 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy? Answer: C) Applied developmental science uses research to promote healthy development in children. 167. Why do researchers use quasi-experimental design? A) To form groups based on random assignment.

B) To link variables together. C) To observe behaviour in different settings. D) Because sometimes it is unethical/impossible to form groups based on random assignment. QuestionID: 01-1-167 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy? Answer: D) Because sometimes it is unethical/impossible to form groups based on random assignment. 168. A researcher wants to compare boys' reading performance to girls' reading performance. He collects reading performance scores from a sample of children from five local schools. This is an example of a A) correlational study. B) longitudinal study. C) experiment. D) quasi-experiment. QuestionID: 01-1-168 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Applied Objective: 1.4.6. How does child-development research influence family policy? Answer: D) quasi-experiment. 169. A quasi-experimental design involves comparisons between A) groups that were not formed by random assignment. B) groups that were not formed based on gender. C) groups that were formed by random assignment. D) groups that were formed based on age. QuestionID: 01-1-169 Page-Reference: 38-39 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy? Answer: A) groups that were not formed by random assignment. Chapter 01 True-False Questions 1. Both Plato and Aristotle believed that too much self-discipline would stifle children's initiative and individuality, making them unfit to be leaders. a True

b False QuestionID: 01-2-01 Page-Reference: 2-3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood? Answer: a. True 2. Tabula rasa refers to the idea that children are born with everything they ever need to develop normally. a True b False QuestionID: 01-2-02 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood? Answer: b. False 3. Rousseau believed that human development unfolds naturally, based on our own preset, innate tendencies, and that our childhood experiences did not greatly affect our development. a True b False QuestionID: 01-2-03 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood? Answer: a. True 4. A major event that set the stage for the new science of child development was the publication of Charles Darwin's theory of evolution. a True b False QuestionID: 01-2-04 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge?

Answer: a. True 5. Psychological research in Canada dates from the mid 1900s. a True b False QuestionID: 01-2-05 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge? Answer: b. False 6. Applied developmental science uses developmental research to promote healthy development, particularly for vulnerable children and families. a True b False QuestionID: 01-2-06 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge? Answer: a. True 7. The modern era of child development research began during World War II, as millions of people around the world looked for a diversion from the war. a True b False QuestionID: 01-2-07 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge? Answer: b. False 8. Baby biographies were detailed, systematic observations of individual children that were often subjective in nature but paved the way for more analytical, objective research. a True b False

QuestionID: 01-2-08 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge? Answer: a. True 9. The Canadian Psychological Association (CPA) was founded in the late 1930s. a True b False QuestionID: 01-2-09 Page-Reference: 4 Topic: Setting the Stage Skill: Factual Objective: 1.1.2. How did the modern science of child development emerge? Answer: a. True 10. A scientific discipline that uses child-development research to promote healthy development, particularly for vulnerable children and families, is called applied developmental science. a True b False QuestionID: 01-2-10 Page-Reference: 5 Topic: Setting the Stage Skill: Factual Objective: 1.1.3. How do child-development scientists use research findings to improve children's lives? Answer: a. True 11. In developmental psychology, a theory not only explains our development, but also makes predictions about what might affect our development. a True b False QuestionID: 01-2-11 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: a. True

12. A theory is supported when research results match the theory's predictions. a True b False QuestionID: 01-2-12 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: a. True 13. According to maturational theory, parents should carefully construct their children's environments so that behaviours like speech, play, and reasoning will all emerge. a True b False QuestionID: 01-2-13 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.1.3. How do child-development scientists use research findings to improve children's lives? Answer: b. False 14. Some theories share assumptions and ideas about children and development. Grouped together, they form four major theoretical perspectives in child-development research. a True b False QuestionID: 01-2-14 Page-Reference: 6 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach? Answer: b. False 15. Ethological theory views development from a learning perspective. a True b False QuestionID: 01-2-15

Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: b. False 16. The concept of a critical period in development refers to the time when a specific type of learning can take place. a True b False QuestionID: 01-2-16 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: a. True 17. Imprinting occurs when a child becomes independent from his/her mother. a True b False QuestionID: 01-2-17 Page-Reference: 7 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective? Answer: b. False 18. When a child sees someone having fun with a toy, their superego tells them to just grab the toy from that person and play with it. a True b False QuestionID: 01-2-18 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.2. How do psychodynamic theories account for development? Answer: b. False 19. The ego, one of Freud's components of personality, tries to resolve the conflicts between one's

biological desires and society's standards. a True b False QuestionID: 01-2-19 Page-Reference: 8 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development? Answer: a. True 20. Compared to Bandura, Skinner proposed that the child plays a more active role in learning. a True b False QuestionID: 01-2-20 Page-Reference: 10-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: b. False 21. According to Erikson, the challenge during adolescence is to develop a sense of trust in the world. a True b False QuestionID: 01-2-21 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development? Answer: b. False 22. According to Erikson, the challenge during infancy is to develop a sense of initiative. a True b False QuestionID: 01-2-22 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development?

Answer: b. False 23. According to Erikson, the earlier stages of psychosocial development provide the foundation for later stages. a True b False QuestionID: 01-2-23 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development? Answer: a. True 24. Pavlov was the first researcher to describe classical conditioning in animals. a True b False QuestionID: 01-2-24 Page-Reference: 9-10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: a. True 25. Making a child do extra chores when she doesn't clean her room is an example of positive reinforcement. a True b False QuestionID: 01-2-25 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: b. False 26. Watson was able to train a human to fear a white rat, even though the human was previously not afraid of the rat. a True b False QuestionID: 01-2-26

Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: a. True 27. Because Joe got an A on his psychology test, his parents told him he didn't have to wash the dishes (a job he hates doing) for two weeks. This is an example of negative reinforcement. a True b False QuestionID: 01-2-27 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: a. True 28. Children are just as likely to imitate the behaviour of someone they think is popular and talented, as they are to imitate the behaviour of someone they consider unpopular or untalented. a True b False QuestionID: 01-2-28 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: b. False 29. According to Bandura, self-efficacy beliefs help determine when children will imitate others. a True b False QuestionID: 01-2-29 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: a. True 30. Bandura's "Bobo doll" study is a classic example of classical conditioning at work

a True b False QuestionID: 01-2-30 Page-Reference: 11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: b. False 31. Skinner, Bandura, and all learning theorists share the view that experience propels children along their developmental journeys. a True b False QuestionID: 01-2-31 Page-Reference: 9-11 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: a. True 32. Formal operational thought is more focused on the here and now than is concrete operational thought. a True b False QuestionID: 01-2-32 Page-Reference: 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: b. False 33. Piaget claimed that radical revisions occur three times in development: once at about age one, a second time at about age five, and a third time just before adolescence. a True b False QuestionID: 01-2-33 Page-Reference: 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual

Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: b. False 34. During Piaget's preoperational period, knowledge of the world is based on an infant's sensory and motor skills. a True b False QuestionID: 01-2-34 Page-Reference: 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: b. False 35. Abstract thinking characterizes thought during Piaget's stage of formal operational thinking. a True b False QuestionID: 01-2-35 Page-Reference: 12-13 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: a. True 36. According to Vygotsky, a child's development must be considered against the backdrop of his/her culture's beliefs, customs, and skills. a True b False QuestionID: 01-2-36 Page-Reference: 13-14 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach? Answer: a. True 37. Urie Bronfenbrenner proposed a theory which holds that the developing child is a blank slate prior to learning. a True b False

QuestionID: 01-2-37 Page-Reference: 14 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach? Answer: b. False 38. One of the first theorists to emphasize cultural context in child development was Lev Vygotsky. a True b False QuestionID: 01-2-38 Page-Reference: 13-14 Topic: Foundational Theories of Child Development Skill: Factual Objective: 1.2.5. What are the main points of the contextual approach? Answer: a. True 39. According to Bronfenbrenner, the broadest environmental context is the chronosystem, the subcultures and cultures in which the microsystem, mesosystem, and exosystem are embedded. a True b False QuestionID: 01-2-39 Page-Reference: 14-16 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.5. What are the main points of the contextual approach? Answer: b. False 40. The belief that outgoing five-year-olds become outgoing adults is consistent with the belief that development is discontinuous. a True b False QuestionID: 01-2-40 Page-Reference: 18 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life? Answer: b. False

41. Most of our psychological characteristics are determined either solely by our genes or solely by the environment in which we are raised. a True b False QuestionID: 01-2-41 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development? Answer: b. False 42. Development is shaped by the interaction of nature and nurture. a True b False QuestionID: 01-2-42 Page-Reference: 18-19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.2. How do heredity and environment influence development? Answer: a. True 43. The view that children are active in their development means that children are at the mercy of their environments. a True b False QuestionID: 01-2-43 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development? Answer: b. False 44. Most developmental psychologists agree that cognitive, physical, social, and personality development are all intertwined and that each area of development affects every other area. a True b False QuestionID: 01-2-44 Page-Reference: 19-20

Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected? Answer: a. True 45. Systematic observation involves watching children and carefully recording what they do or say. a True b False QuestionID: 01-2-45 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 46. Naturalistic observation involves observing children's behaviour in carefully controlled conditions. a True b False QuestionID: 01-2-46 Page-Reference: 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 47. A variable is a factor which may be different from person to person. a True b False QuestionID: 01-2-47 Page-Reference: 21 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 48. In structured observation, the researcher goes out of his/her way to create a situation where they are unlikely to observe the behaviour they are studying. a True b False

QuestionID: 01-2-48 Page-Reference: 22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 49. Observer bias is the tendency for people to notice new things when they look at familiar situations. a True b False QuestionID: 01-2-49 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 50. In order to avoid observer bias, researchers establish firm behavioural definitions and observation guidelines prior to the observations. a True b False QuestionID: 01-2-50 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 51. A researcher wants to study children's behaviour in the playground, so he follows children around with a camera crew, recording their behaviour. This research is likely to suffer from an observer influence. a True b False QuestionID: 01-2-51 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development?

Answer: a. True 52. Children can "get used to" the presence of a researcher observing them, and exhibit their usual behaviour patterns. a True b False QuestionID: 01-2-52 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 53. When investigators can't observe a behaviour directly in a natural context, they are unable to study that behaviour. a True b False QuestionID: 01-2-53 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 54. Self-reports are children's answers to questions about a topic of interest. a True b False QuestionID: 01-2-54 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 55. Response bias occurs when children change their answers to questions based on what they believe is more socially acceptable. a True b False QuestionID: 01-2-55

Page-Reference: 24 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 56. Gregory knows that hitting his sister is wrong. When a researcher asks Gregory how many times he has ever hit his sister, Gregory's answer is much lower than the real number. This is an example of response bias. a True b False QuestionID: 01-2-56 Page-Reference: 24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 57. Techniques developed during the last 25 years allow modern scientists to record many facets of brain functioning as children are performing specific tasks. These developed techniques fall under physiological research measures. a True b False QuestionID: 01-2-57 Page-Reference: 24-25 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: a. True 58. Reliability refers to whether or not a test is really measuring what it is supposed to measure. a True b False QuestionID: 01-2-58 Page-Reference: 25 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False

59. Josef is interested in studying political attitudes of Canadian adolescents. He collects information from 500 high school students in Toronto. These students are the population he is interested in. a True b False QuestionID: 01-2-59 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 60. A researcher wanted to study the growth rates of infants in Canada. He collects information from 120 infants at a very expensive day care centre in a wealthy neighbourhood in Vancouver. This constitutes a representative sample of the population he is interested in. a True b False QuestionID: 01-2-60 Page-Reference: 26 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: b. False 61. A strength of correlational research is that it can be used to determine cause and effect. a True b False QuestionID: 01-2-61 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: b. False 62. A strength of correlational research is that investigators can examine relationships between variables as they exist naturally in the world. a True b False QuestionID: 01-2-62

Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: a. True 63. A correlation coefficient of .85 indicates that two variables are positively related (e.g., children who watch many violent TV shows are more aggressive). a True b False QuestionID: 01-2-63 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: a. True 64. A correlation coefficient of -.85 indicates that there is no relationship between two variables (e.g., children's aggressive behaviour and watching violent TV shows are not related). a True b False QuestionID: 01-2-64 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: b. False 65. In an experiment, the researcher manipulates the dependent variable and measures the independent variable. a True b False QuestionID: 01-2-65 Page-Reference: 28-30 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: b. False

66. Inferential statistics allow researchers to draw conclusions. a True b False QuestionID: 01-2-66 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: a. True 67. The null hypothesis states that a child has no knowledge of what the experimenter is expecting. a True b False QuestionID: 01-2-67 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: b. False 68. A strength of laboratory work is that the behaviour of interest is not studied in its natural setting. a True b False QuestionID: 01-2-68 Page-Reference: 28 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: b. False 69. A strength of field experiments is that the results are more likely to be representative of behaviour in real-world settings than results obtained in a laboratory. a True b False QuestionID: 01-2-69 Page-Reference: 29 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research?

Answer: a. True 70. One strength of longitudinal studies is that they allow researchers to chart an individual's development. a True b False QuestionID: 01-2-70 Page-Reference: 30-32 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: a. True 71. A microgenetic study is a particularly long type of longitudinal study. a True b False QuestionID: 01-2-71 Page-Reference: 31 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: b. False 72. In cross-sectional studies, children are tested repeatedly over the course of months or years. a True b False QuestionID: 01-2-72 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: b. False 73. One disadvantage of cross-sectional studies is that repeated testing may change participants' behaviours. a True b False QuestionID: 01-2-73

Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: b. False 74. Converging evidence from many research studies leads to increased confidence in research findings. a True b False QuestionID: 01-2-74 Page-Reference: 37 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: a. True 75. Humira is investigating young children's response bias to yes-no questions. She interviews 2-, 3-, 4-, and 5-year-olds in their child care centres and only interviews each child once. This is an example of a cross-sectional field experiment. a True b False QuestionID: 01-2-75 Page-Reference: 32-33 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: a. True 76. Meta-analysis is a tool that allows researchers to synthesize the results of many studies in order to estimate relations between variables. a True b False QuestionID: 01-2-76 Page-Reference: 34 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: a. True

77. Children are not legally capable of giving informed consent to participate in research, therefore their parents or guardians must be asked for consent as well. a True b False QuestionID: 01-2-77 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Factual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: a. True 78. Research participants do not need to be told if deception is part of an experiment. a True b False QuestionID: 01-2-78 Page-Reference: 35 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: a. True 79. Children's names should be linked with their data so that they are easy to identify. a True b False QuestionID: 01-2-79 Page-Reference: 36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: b. False 80. Applied developmental science uses developmental research to promote healthy child development. a True b False QuestionID: 01-2-80 Page-Reference: 37 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.5. How do researchers communicate results to other scientists?

Answer: a. True 81. Researchers submit their report to one of several scientific journals that specialize in childdevelopment research. The editor of the journal asks other scientists to evaluate the report, decide whether the work was well done, and whether the findings represent a substantial advance in scientific understanding of a topic. If the reviewing scientists recommend that the report be published, it will appear in the journal, where other child-development researchers can learn of the results. a True b False QuestionID: 01-2-81 Page-Reference: 36-37 Topic: Child-Development Research and Family Policy Skill: Factual Objective: 1.4.5. How do researchers communicate results to other scientists? Answer: a. True 82. A quasi-experimental design involves random assignment of participants into groups. a True b False QuestionID: 01-2-82 Page-Reference: 38 Topic: Child-Development Research and Family Policy Skill: Conceptual Objective: 1.4.6. How does child-development research influence family policy? Answer: b. False Chapter 01 Essay Questions 1. Relate the nature vs. nurture debate to historical views of children and childhood. QuestionID: 01-3-01 Page-Reference: 2-6, 18-19 Topic: Setting the Stage, Themes in Child-Development Research Skill: Conceptual Objective: 1.1.1. What ideas did philosophers have about children and childhood?, 1.1.2. How did the modern science of child development emerge?, 1.3.2. How do heredity and environment influence development? Answer: A good answer will include the following key points: - Plato believed that experience could not be the source of knowledge because human senses are too fallible – argued that children are born with innate knowledge of many concrete objects as well as with knowledge of abstractions.

- In Plato's view, children's sensory experiences trigger knowledge they've had since birth. - Aristotle denied existence of innate knowledge and believed that knowledge is rooted in perceptual experience. - Aristotle believed that children gain knowledge piece by piece, based on information provided by their senses. - Plato believed very much in the "nature" side while Aristotle fell more on the "nurture" side. - Locke took Aristotle's "side" and believed in tabula rasa—children are a blank slate—experience moulds the infant, child, adolescent, and adult into a unique individual. - Rousseau took Plato's "side" and believed that newborns are endowed with an innate sense of justice and morality that unfolds naturally as child grows 2. Name and briefly describe the eight stages of Erikson's psychosocial development theory. QuestionID: 01-3-02 Page-Reference: 9 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.2. How do psychodynamic theories account for development? Answer: A good answer will include the following key points: - Basic trust versus mistrust (birth to 1 year). Challenge: to develop a sense that the world is a safe, good place. - Autonomy versus shame and doubt (1-3 years). Challenge: to realize that one is an independent person who can make decisions. - Initiative versus guilt (3-6 years). Challenge: to develop a willingness to try new things and to handle failure. - Industry versus inferiority (6-adolescence). Challenge: to learn basic skills and to work with others. - Identity versus identity confusion (adolescence). Challenge: to develop a lasting, integrated sense of self. - Intimacy versus isolation (young adulthood). Challenge: to commit to another in a loving relationship. - Generativity versus stagnation (middle adulthood). Challenge: to contribute to young people through child rearing, childcare, or other productive work. - Integrity versus despair (later life). Challenge: to view one's life as satisfactory and worth living. 3. When she was young, the only times that Gurmeet watched daytime television (soap operas) was when she stayed home sick from school. Now that she is older, whenever Gurmeet sees a soap opera on television, she starts to feel like she has a cold, even if she is perfectly healthy. How would Watson or Pavlov explain this situation? How is this similar to their research? QuestionID: 01-3-03 Page-Reference: 9-10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3. What is the focus of learning theories? Answer: A good answer will include the following key points: Pavlov and Watson would explain this situation using early learning theory. Specifically, Pavlov first described a type of learning called classical conditioning (where a previously neutral stimulus becomes associated with a naturally occurring response and eventually comes to elicit a similar response on its own). Watson used this type of learning to explain the conditioning of emotional reactions in humans, children in particular. In the

example given, the soap opera is the neutral stimulus because it normally wouldn't cause someone to feel like they have a cold (when they don't). But the soap operas are associated with her actually being sick (having a cold) and so seeing a soap opera actually elicits the response of feeling like she's getting sick. 4. Your sister Kumi is having problems with her two-year-old daughter. Your niece, Kayla, has been throwing tantrums to get her own way. As you watch Kumi and Kayla interact, you see that Kumi will say "no" to Kayla, Kayla will scream and cry, and then Kumi will give in to her. What can you tell Kumi about the principles of operant conditioning that might help her deal with the situation? QuestionID: 01-3-04 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Applied Objective: 1.2.3. What is the focus of learning theories? Answer: A good answer will include the following key points: Kumi is reinforcing Kayla's behaviour, which means she's making it more likely that every time Kumi says "no" to her, Kayla will scream and cry. She is giving Kayla attention and giving her something that Kumi desires, increasing the tantrum behaviour. This is an example of positive reinforcement. Kayla needs to make sure she does not give in to this behaviour. 5. Explain Piaget's perspective on development and contrast it with the early learning theories of Watson and Skinner. QuestionID: 01-3-05 Page-Reference: 9-10, 12 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: A good answer will include the following key points: Piaget is well known for his cognitive-developmental perspective. He believed that children are like mini scientists, creating theories about their social and physical worlds. Because children expect certain things to happen, these theories they form are tested constantly. When the predicted events occur, a child's belief in their theory grows stronger. When they do not occur, the child revises their theory. He also believed that children will come to realize there are flaws in their theories as they develop and will revise these theories at certain points in their development. The revisions occur once at about age two, a second time at age seven and a third time right before adolescence. He separated the stages of development into four stages – sensorimotor (birth to two years), preoperational (2 to 7 years), concrete operational (7 to 11 years), and formal operational (adolescence and beyond). According to Piaget, children's thinking becomes more sophisticated as they get older. They start out with knowledge based on their senses and motor skills (sensorimotor), then learn to use symbols to represent aspects of the world while still having trouble understanding others' perspectives (preoperational), then start to understand and apply logical operations to experiences (concrete operational), and finally start to think abstractly, speculating on hypothetical situations and reasoning deductively (formal operational). Watson and Skinner's theories are classified as learning theories – the role of cognition was not relevant to Watson and Skinner. They were not interested in studying cognition as to them, it was not objective.

They were solely interested in studying behaviour and its consequences and the impact of environmental factors. Piaget believed cognition was extremely important. 6. Explain the concepts of positive and negative reinforcement and positive and negative punishment and give examples of each. QuestionID: 01-3-06 Page-Reference: 10 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: A good answer will include the following key points: - Reinforcement is a consequence that increases the future likelihood of the behaviour that it follows. - Punishment is a consequence that decreases the future likelihood of the behaviour that it follows. - Positive means to add; negative means to take away. Therefore, positive reinforcement is adding something desired to increase a behaviour while negative reinforcement is taking away something undesired to increase a behaviour. - Positive punishment is adding something undesired to decrease a behaviour while negative punishment is taking away something desired to decrease a behaviour. - Examples: - positive reinforcement - Parents reward child for cleaning up her room by giving her a cookie. - positive punishment - Parents punish child for not cleaning up her room by shouting at her. - negative reinforcement - Parental nagging to "go clean your room" stops when the child starts cleaning up. - negative punishment - Child is not allowed to watch television that evening because she did not clean her room. 7. Please give two examples where observational learning could be helpful/harmful to a developing child. QuestionID: 01-3-07 Page-Reference: 10-11 Topic: The Science of Child Development Skill: Conceptual Objective: 1.2.3. What is the focus of learning theories? Answer: A good answer will include the following key points: Children may learn from watching those around them, which is known as observational learning. There are many examples that can be used here. Examples of how it can be helpful include exposure to prosocial models, exposure to role models who break stereotypes about a group they may be a part of (stereotypes are often limiting), using modelling to reduce fear of animals, watching a pianist in order to learn how to play the piano, etc. Examples of how it can be harmful include exposing a child to adults smoking, using foul language, engaging in violent behaviour, etc. 8. Name and briefly describe the four stages of Piaget's cognitive development theory. QuestionID: 01-3-08 Page-Reference: 12-13

Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.4. How do cognitive-developmental theories explain changes in children's thinking? Answer: A good answer will include the following key points: - Sensorimotor stage - Birth to 2 years - Infant's knowledge of the world is based on senses and motor skills. By the end of the period, infant uses mental representations. - Preoperational stage - 2 to 7 years - Child learns how to use symbols, such as words and numbers, to represent aspects of the world, but relates to the world only through his or her own perspective. - Concrete operational - 7 to 11 years - Child understands and applies logical operations to experiences, provided the experiences are focused on the here and now. - Formal operational - Adolescence and beyond - Adolescent or adult thinks abstractly, speculates on hypothetical situations, and reasons deductively about what may be possible. 9. Summarize the five developmental perspectives (e.g., biological, psychodynamic, etc.) and list which theories belong with each perspective. QuestionID: 01-3-09 Page-Reference: 17 Topic: Foundational Theories of Child Development Skill: Conceptual Objective: 1.2.1. What are the major tenets of the biological perspective?, 1.2.2. How do psychodynamic theories account for development?, 1.2.3. What is the focus of learning theories?, 1.2.4. How do cognitivedevelopmental theories explain changes in children's thinking?, 1.2.5. What are the main points of the contextual approach? Answer: A good answer will include the following key points: - See the Summary Table: Characteristics of Developmental Perspectives (p. 17in textbook) for points that should be included. 10. Describe four themes or issues that often arise in the study of child development. QuestionID: 01-3-10 Page-Reference: 18-20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.4. Is development in different domains connected? Answer: A good answer will include the following key points: 1) Continuity of Development - Concerns the predictability of development - Once a child starts down a particular developmental path, the child stays on that path throughout life - Includes the continuity-versus-discontinuity issue – which is about the relatedness of development: Are early aspects of development consistently related to later aspects? 2) Impact of Nature and Nurture - Nature-nurture issue – what roles do biology (nature) and environment (nurture) play in child development?

- Scientists once hoped to answer questions like this by identifying either heredity or environment as THE cause - We now know that virtually no aspect of child development is due exclusively to either heredity or environment – development is shaped by both 3) The Active Child - Active-passive child issue – are children simply at the mercy of their environment (passive child) or do children actively influence their own development through their unique individual characteristics (active child) - Today, we know that experiences are indeed crucial, though it's often it's a child's interpretation of experiences that shapes his or her development - A child's unique characteristics also may cause him or her to have some experiences but not others - Many researchers now consider that all relationships are a two-way street: it is not just the parents or other adults who influence the child – the child has influence too 4) Links Between Different Domains of Development - Development in different domains is always intertwined - e.g., cognitive and social development are not independent; advances in one area affects advances in the other 11. Your friends have a new baby girl named Kaoru and they have told you that they can't wait to raise her because they will create a wonderful environment that Kaoru will love. For example, they will never let Kaoru watch worthless shows on television, and she will love to read because they will read to her all the time when she is a baby. What can you tell your friends about the issue of the child being active versus passive in her development? QuestionID: 01-3-11 Page-Reference: 19 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.3. What role do children have in their own development? Answer: A good answer will include the following key points: Today, we know that experience is indeed crucial, but it's the child's interpretation of experiences that shapes their environment. A child's unique characteristics also may cause them to have some experiences but not others. For example, if their child Kaoru squirms a lot during the reading of books, your friends may not enjoy reading to Kaoru. As a result, they may not read as much, and Kaoru may not love books as much as they assume she will. Many researchers now consider that all relationships are a two-way street: It is not just the parents or other adults who influence the child – the child has influence too. 12. One day you and a friend are talking and your friend states, "Development is the result of the genes that you inherit, and those genes put you on a developmental path that stays the same throughout your life." What can you tell your friend about the issues of nature vs. nurture and continuity vs. discontinuity? QuestionID: 01-3-12 Page-Reference: 18-20 Topic: Themes in Child-Development Research Skill: Conceptual Objective: 1.3.1. How well can developmental outcomes be predicted from early life?, 1.3.2. How do heredity and environment influence development?

Answer: A good answer will include the following key points: - Development is not perfectly predictable. A friendly, intelligent child does not guarantee a friendly, intelligent adult, but the chances of a friendly, intelligent adult are greater than if the child had been obnoxious and foolish. - today we know that virtually no aspect of child development is due exclusively to either heredity or environment. Instead, development is always shaped by both: Nature and nurture interact. 13. Compare naturalistic observation to structured observation and discuss the benefits and drawbacks of each approach. QuestionID: 01-3-13 Page-Reference: 21-22 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A good answer will include the following key points: - Naturalistic observation involves the study of children in their own natural context. This could be their home, a local park, or some other familiar setting. By observing children in their normal surroundings, we can be confident that their behaviour is genuine and not influenced by artificial surroundings. The drawback with this type of research is that the researcher has no control over what kind of situations the child will encounter, and thus only gets an abbreviated view of the child's behaviour. - Structured observation involves the study of children in a situation that has been created to test how children behave under particular circumstances. Often this occurs in a laboratory. The advantage to this form of research is that it gives us precise information about how children behave in these situations. As well, it can be used to study behaviours that are rare or that typically occur in private settings. The drawback is that these laboratory situations are not natural for the child, and their responses may be influenced by the artificial nature of the task. 14. A researcher is interested in studying cooperative and competitive behaviour in siblings. How might he/she use (1) systematic observations and (2) self-reports to measure sibling behaviour? Explain each type of measure, and give an example of how each could be used to measure cooperation and competition between siblings. QuestionID: 01-3-14 Page-Reference: 21-24 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A good answer will be similar to the following: - Systematic observations involve watching children and carefully recording what they say or do. They can be either naturalistic observations (observing children as they behave spontaneously in some real-life situation) or structured observations (observing children in a setting the researcher has created that is likely to elicit the behaviour of interest). For example, a researcher might observe siblings in a naturalistic setting, such as a park or playground, and watch for spontaneously occurring occasions where the siblings behave cooperatively, such as taking turns pushing each other on swings, or competitively, such as racing to see who reaches a slide first.

Or a researcher might put children in situations that would be likely to elicit either cooperative or competitive behaviour. For example, they could be given a puzzle and told they would be rewarded if, together, they are able to complete it within a specified amount of time. Or they could each be given their own puzzle and be told that the one who finishes their puzzle first would be given a reward. - Self-reports involve children answering questions about the topic of interest. The questions and answers can either be given verbally (interview format) or in a written format (questionnaire). For example, a researcher might ask children how cooperative and competitive they are with their siblings. 15. Describe the problems of observer bias and observer influence. Using concepts from our textbook, discuss how these problems can be avoided. QuestionID: 01-3-15 Page-Reference: 23 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.1. How do scientists measure topics of interest in children's development? Answer: A good answer will be similar to the following: - Observer bias occurs when a researcher tends to notice things that are consistent with his/her theory and tends not to notice things that are inconsistent with his/her theory. This is a problem because the researcher is likely to find evidence for the theory, even when no evidence exists. - Observer bias can be avoided or at least diminished, by establishing firm behavioural definitions and observation guidelines prior to the observations. - Observer influence occurs when a participant's behaviour is affected by their awareness of the fact that they are being observed. When children know they are being watched, they may act differently than when they are not aware that they are being watched. - Observer influence can be avoided by properly habituating participants before observing them. - Habituation refers to the participant "getting used to" the presence of the researcher. If they are properly habituated, children will not even notice the presence of the researcher and will presumably behave in the same way that they would normally behave unobserved. 16. Describe the correlational and experimental research designs. Discuss the strengths and weaknesses of each design. QuestionID: 01-3-16 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: A good answer will include the following key points: - Correlational: Observe variables as they exist in the world and determine their relations. * Strength: Behaviour is measured as it occurs naturally. * Weakness: Cannot determine cause and effect. - Experimental: Manipulate independent variable and determine effect on dependent variable. * Strength: Control of variables allows conclusions about cause and effect.

* Weakness: Work is often laboratory-based, which can be artificial. 17. Describe longitudinal and cross-sectional research designs. What are strengths and weaknesses of each design? QuestionID: 01-3-17 Page-Reference: 30-34 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.3. What designs are unique to the study of age-related change? Answer: A good answer will include the following key points: - Longitudinal: One group of children is tested repeatedly as they develop. * Strength: Only way to chart an individual's development and look at the stability of behaviour over time. * Weakness: Expensive, participants drop out (sometimes selectively), examines only one cohort, and repeated testing can distort performance. - Cross-sectional: Children of different ages are tested at the same time. * Strength: Convenient, inexpensive, don't have participant drop-out because they're seen at only one time, don't have repeated testing effects. * Weakness: Cannot study stability of behaviour; cohort effects complicate interpretation of differences between groups. 18. Describe the key guidelines of ethical research. QuestionID: 01-3-18 Page-Reference: 35-36 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.4. What ethical procedures must researchers follow? Answer: A good answer will include the following key points: - Seek to do research which benefits humanity - Minimize risks to research participants - Describe the research to potential participants so they can determine whether they wish to participate and obtain informed consent - Avoid deception. If participants must be deceived, provide a thorough explanation of the true nature of the research as soon as possible (debriefing) - Keep results anonymous (no names gathered) or confidential (names are gathered but not reported) - Give a debriefing afterward 19. Outline some ways that child-development researchers can contribute to sound family policy. QuestionID: 01-3-19 Page-Reference: 37-38 Topic: Doing Child-Development Research Skill: Conceptual

Objective: 1.4.6. How does child-development research influence family policy? Answer: A good answer will include the following key points: Child-development researchers can help build understanding of children. They can evaluate government policies and programs (macrosystem influences), ensuring that they are based on factual knowledge derived from child-development research. As well, by providing reliable methods to measure impact, child-development researchers can help judge how families and children are affected by policies. Children cannot really represent their own interests in society and parents often lack the expertise and resources to do so. To fill the void, child-development experts may act as advocates, alerting policymakers to children's needs and arguing for family policy that addresses those needs. 20. Using an example from everyday life, explain why a correlation between two variables does not prove a cause and effect relation between the variables. QuestionID: 01-3-20 Page-Reference: 26-27 Topic: Doing Child-Development Research Skill: Conceptual Objective: 1.4.2. What general research designs are used in child-development research? Answer: A good answer will be similar to the following: There is a positive correlation between the number of fire trucks at a fire and the number of deaths in the fire. In other words, the more fire trucks at a fire the more people who will die in the fire. However, it doesn't make sense to say that the fire trucks cause the deaths or that the number of deaths caused the presence of more fire trucks. In this case, a third variable, the size of the fire, leads to more fire trucks at the fire and the likelihood of more deaths in the fire. So, while the number of fire trucks and the number of deaths are correlated there is no cause-effect relation between the two variables. (Note: Students examples will vary, but the logic should be similar to the logic given in this example.) 21. A researcher wants to see if watching a violent movie leads to more aggressive behaviour in preschool children. How should the researcher proceed? Be sure to discuss sampling, assignment to conditions, and choice of independent and dependent variables. QuestionID: 01-3-21 Page-Reference: 25-30 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: A good answer will be similar to the following: The researcher could use an experimental design. The participants should be a sample of preschool children who are similar in social class, IQ, etc. to population of interest (representative sampling). These children would be assigned randomly to one of two experimental conditions. In one condition, children would see a movie that contained many violent acts. In the other condition, children would see a movie about sharing that contained no violent acts. The type of movie that the children watched is the independent variable. After watching the movie, the children would be allowed to play in a room with toys. Structured observation would be used to determine if

the amount of aggressive behaviour while playing was related to the type of movie that the children had watched. Aggressive behaviour while playing (e.g., hitting, kicking, punching) is the dependent variable. 22. A researcher wants to examine the changes in the stability of friendship between first and third grade. Should the researcher use a cross-sectional or a longitudinal design? Give the advantages and disadvantages of each design. QuestionID: 01-3-22 Page-Reference: 30-34 Topic: Doing Child-Development Research Skill: Applied Objective: 1.4.2. What general research designs are used in child-development research? Answer: A good answer will be similar to the following: A longitudinal study would involve looking at children's friendships in Grade 1. Later, when the same children were in Grade 3, researchers could see how many friendships still existed. A cross-sectional study might involve asking a group of first-graders and a group of third-graders questions about the stability of their friendships. The main advantage of a cross-sectional research design is that it can be done in a relatively short period of time and at a much lower cost than a longitudinal study. The major disadvantage is that cohort effects may be present which make it difficult to draw conclusions about developmental change. The main advantage of longitudinal research designs is that actual stability and change can be studied. The major disadvantage of longitudinal studies is that they are expensive. Other disadvantages include the lack of sample constancy over the course of the study as participants drop out and the development of "test-wise" participants.

Chapter 02: Genetic Bases of Child Development Chapter 02 Multiple-Choice Questions 1. Each sperm and egg contains ________ chromosomes. A) 23 B) 26 C) 46 D) a variable number of QuestionID: 02-1-01 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: A) 23 2. Tiny structures in the nucleus of a cell that contain genetic material are called A) chromosomes. B) phenotypes. C) heterozygous. D) homozygous. QuestionID: 02-1-02 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: A) chromosomes. 3. A fertilized egg contains ________ chromosome(s). A) 1 B) 22 C) 23 D) 46 QuestionID: 02-1-03 Page-Reference: 43-47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: D) 46

4. In vitro fertilization is a procedure in which A) an egg is fertilized by sperm in a laboratory dish and then placed in the mother's uterus. B) sperm is injected into the mother's uterus to fertilize her egg. C) a fertilized egg is extracted from one woman's uterus and then placed in another woman's uterus. D) a surrogate mother is used to carry another couple's developing fetus. QuestionID: 02-1-04 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: A) an egg is fertilized by sperm in a laboratory dish and then placed in the mother's uterus. 5. In vitro fertilization A) usually is accompanied by surrogate motherhood. B) is successful about 80 percent of the time. C) is less likely to result in the birth of twins or triplets. D) sometimes involves the use of egg and sperm from donors. QuestionID: 02-1-05 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: D) sometimes involves the use of egg and sperm from donors. 6. Lilly and Kumar have been unable to conceive a baby through sexual intercourse, so they have decided to try in vitro fertilization. Which of the following is true about their situation? A) Lilly and Kumar's attempts to have a baby through in vitro fertilization are very likely to be successful. B) Lilly and Kumar are very likely to have to use a surrogate mother to carry the child. C) Lilly and Kumar will have to use donor sperm. D) If Lilly does become pregnant, she will have a higher than average chance of having twins or triplets. QuestionID: 02-1-06 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.1.1. What are chromosomes and genes? Answer: D) If Lilly does become pregnant, she will have a higher than average chance of having twins or triplets. 7. The first ________ pairs of chromosomes are called autosomes. A) 22

B) 23 C) 44 D) 46 QuestionID: 02-1-07 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: A) 22 8. The first 22 pairs of chromosomes A) contain either X or Y chromosomes. B) determine the sex of the individual. C) are called autosomes. D) do not vary in size. QuestionID: 02-1-08 Page-Reference: 44-45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: C) are called autosomes. 9. Autosomal chromosomes A) come in pairs containing one large and one small chromosome. B) come in pairs of chromosomes that are about the same size. C) determine the sex of a child. D) have an X and a Y chromosome. QuestionID: 02-1-09 Page-Reference: 44-45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: B) come in pairs of chromosomes that are about the same size. 10. Sex chromosomes A) do not come in pairs. B) come in pairs of chromosomes that are about the same size. C) determine the sex of the child. D) are the first 22 pairs of chromosomes.

QuestionID: 02-1-10 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: C) determine the sex of the child. 11. Kelly and Ruben just had a baby boy. If they could look at their baby's sex chromosomes, they would see A) one X and one Y chromosome. B) two Y chromosomes. C) one Y chromosome only. D) two X chromosomes. QuestionID: 02-1-11 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.1.1. What are chromosomes and genes? Answer: A) one X and one Y chromosome. 12. Chromosomes consist of A) eggs and sperm. B) phenotypes. C) gametes. D) deoxyribonucleic acid. QuestionID: 02-1-12 Page-Reference: 43-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: D) deoxyribonucleic acid. 13. DNA stands for A) deoxyribonucleic acid B) double nutrient autosome C) dormant neuronal acid D) diribosomal nutrient autosome QuestionID: 02-1-13 Page-Reference: 45-46 Topic: Mechanisms of Heredity

Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: A) deoxyribonucleic acid 14. Each group of nucleotide bases that provides a specific set of biochemical instructions is called a A) phenotype. B) gene. C) chromosome pair. D) recessive allele. QuestionID: 02-1-14 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: B) gene. 15. A child's 46 chromosomes include about ___________ genes. A) 10 000 B) 50 000 C) 25 000 D) 100 QuestionID: 02-1-15 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: C) 25 000 16. When alleles in a chromosome pair are the same, they are said to be A) recessive. B) dominant. C) heterozygous. D) homozygous. QuestionID: 02-1-16 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: D) homozygous.

17. Jackie has sickle-cell anemia, a condition which is A) caused by a virus. B) caused by a bacterial infection. C) inherited. D) related to a lack of protein in the diet. QuestionID: 02-1-17 Page-Reference: 43-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) inherited. 18. Who is most likely to have sickle-cell anemia? A) Tad, a European Canadian B) Jared, an African Canadian C) Miguel, a Native Canadian D) Ed, an Asian Canadian QuestionID: 02-1-18 Page-Reference: 43-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) Jared, an African Canadian 19. If the allele for brown eyes is dominant and the allele for blue eyes is recessive, which genotype produces a person with blue eyes? A) A blue-eyed person is homozygous with two alleles for brown eyes. B) A blue-eyed person is homozygous with two alleles for blue eyes. C) A blue-eyed person is heterozygous with one allele for blue eyes and one allele for brown eyes. D) The alleles for eye colour are demonstrating codominance. QuestionID: 02-1-19 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: B) A blue-eyed person is homozygous with two alleles for blue eyes.

20. Abner has a dominant allele for a full head of hair and a recessive allele for male pattern baldness. You would expect Abner to A) be completely bald. B) be partially bald. C) have a full head of hair. D) have thin hair. QuestionID: 02-1-20 Page-Reference: 45-46, 48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: C) have a full head of hair. 21. Lucas has one allele for normal blood cells and one allele for sickle-shaped cells. Lucas' blood cell alleles are A) recessive. B) dominant. C) heterozygous. D) homozygous. QuestionID: 02-1-21 Page-Reference: 45-47 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: C) heterozygous. 22. Jolie has sickle-cell trait, a temporary, relatively mild form of sickle-cell anemia, but does not have full-blown sickle-cell anemia. Her condition is most likely the result of A) incomplete dominance between one allele for normal blood cells and one for sickle-shaped cells. B) two recessive alleles for sickle-shaped cells. C) a dominant sickle-shaped cell allele and a recessive normal blood cell allele. D) two dominant alleles for normal blood cells. QuestionID: 02-1-22 Page-Reference: 45-47 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: A) incomplete dominance between one allele for normal blood cells and one for sickle-shaped cells. 23. When one allele does not dominate another completely, it is a case of

A) recessive inheritance. B) incomplete dominance. C) phenotype. D) polygenic inheritance. QuestionID: 02-1-23 Page-Reference: 46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: B) incomplete dominance. 24. Sickle-cell anemia A) occurs in individuals who have one allele for normal blood cells and one allele for sickle-shaped cells. B) is not an inherited disorder. C) is not a serious health problem because it is easily cured. D) is becoming less common in successive generations of African Canadians. QuestionID: 02-1-24 Page-Reference: 47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) is becoming less common in successive generations of African Canadians. 25. Individuals with an allele for sickle-cell anemia are A) more resistant to malaria. B) likely to be of Asian Canadian heritage. C) becoming more common in recent years in Canada. D) infertile, thus unable to pass the gene on to offspring. QuestionID: 02-1-25 Page-Reference: 47 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) more resistant to malaria. 26. Cystic fibrosis is more common in A) people of African descent B) people of European descent C) people of Asian descent D) people who also have sickle-cell anemia

QuestionID: 02-1-26 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) people of European descent 27. Leslie is homozygous for hair type. Therefore, she must have A) curly hair. B) straight hair. C) one allele for curly hair and one allele for straight hair. D) either two alleles for curly hair or two alleles for straight hair. QuestionID: 02-1-27 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: D) either two alleles for curly hair or two alleles for straight hair. 28. An individual who is heterozygous for hair colour would have A) two alleles for dark eyes. B) one allele for dark hair and one for blond hair. C) two alleles for light eyes. D) blond hair. QuestionID: 02-1-28 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: B) one allele for dark hair and one for blond hair. 29. The chemical instructions of a ________ allele in an allele pair will be followed while those of a ________ allele will be ignored. A) heterozygous; homozygous B) homozygous; heterozygous C) recessive; dominant D) dominant; recessive QuestionID: 02-1-29 Page-Reference: 46-48

Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: D) dominant; recessive 30. Blueprints are to a completed house as ________ are to ________. A) phenotypes; genotypes B) genotypes; phenotypes C) recessive genes; dominant genes D) dominant genes; recessive genes QuestionID: 02-1-30 Page-Reference: 51 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: B) genotypes; phenotypes 31. An individual's physical, behavioural, and psychological features are known as one's A) phenotype. B) deoxyribonucleic acid. C) genotype. D) genes. QuestionID: 02-1-31 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) phenotype. 32. Which of the following is the best example of a phenotype? A) blue eyes B) an allele for sickle-shaped cells C) an XX chromosome pattern D) codominant genes QuestionID: 02-1-32 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Applied

Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) blue eyes 33. The complete set of genes that makes up a person's heredity is called A) an allele. B) deoxyribonucleic acid. C) a genotype. D) a phenotype. QuestionID: 02-1-33 Page-Reference: 51-52 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) a genotype. 34. Alleles A) in a chromosome pair are always the same. B) in a chromosome pair are always different. C) in a chromosome pair are sometimes the same and sometimes different. D) occur singly, not in pairs. QuestionID: 02-1-34 Page-Reference: 55 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) in a chromosome pair are sometimes the same and sometimes different. 35. Recessive alleles are responsible for A) Down syndrome. B) Huntington's disease. C) Klinefelter's syndrome. D) phenylketonuria. QuestionID: 02-1-35 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: D) phenylketonuria. 36. Perry was born with phenylketonuria (PKU) which means that A) she has an intellectual disability and has an extra 21st chromosome. B) phenylalanine can accumulate and poison her nervous system. C) she will develop normally until middle adulthood, at which time her nervous system will begin to deteriorate. D) she has a missing chromosome and will have a severe intellectual disability. QuestionID: 02-1-36 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) phenylalanine can accumulate and poison her nervous system. 37. The disorder in which a person's nervous system degenerates during infancy is called A) Tay-Sachs disease. B) albinism. C) cystic fibrosis. D) Huntington's disease. QuestionID: 02-1-37 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) Tay-Sachs disease. 38. Inherited disorders A) are more often caused by recessive alleles than by dominant alleles. B) are more often caused by dominant alleles than by recessive alleles. C) are due to dominant alleles about half the time. D) do not usually seriously impair a child's development. QuestionID: 02-1-38 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) are more often caused by recessive alleles than by dominant alleles.

39. Why are relatively few inherited disorders caused by dominant alleles? A) Most disorders caused by dominant alleles lead to sterility, which means the dominant allele will not be passed on. B) Genetic testing can more readily identify dominant rather than recessive alleles; genetic counselling has more successfully reduced the incidence of disorders caused by dominant alleles. C) Every person with one of the dominant alleles will have the disorder, and people with most of these disorders do not usually live long enough to reproduce, so the allele will not be passed on. D) Individuals carrying dominant alleles for a disorder are less likely to actually have the disorder than are individuals carrying a recessive allele for a disorder. QuestionID: 02-1-39 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) Every person with one of the dominant alleles will have the disorder, and people with most of these disorders do not usually live long enough to reproduce, so the allele will not be passed on. 40. ________ is one of the few serious inherited disorders caused by a dominant allele. A) Sickle-cell anemia B) Phenylketonuria C) Turner's syndrome D) Huntington's disease QuestionID: 02-1-40 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) Huntington's disease 41. Huntington's disease is associated with A) the absence of an important liver enzyme. B) limited development of secondary sexual characteristics. C) a progressive deterioration of the nervous system. D) taller than normal height. QuestionID: 02-1-41 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) a progressive deterioration of the nervous system.

42. Timu has Huntington's disease. You would expect him to begin to show signs of nervous system deterioration A) at birth. B) during childhood. C) during adolescence. D) during middle adulthood. QuestionID: 02-1-42 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) during middle adulthood. 43. Wei's development was normal through childhood and early adulthood. However, during her 40s she began to experience muscle spasms, depression, and personality changes. Which of the following disorders or diseases is most likely to be causing her symptoms? A) phenylketonuria B) Huntington's disease C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-43 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) Huntington's disease 44. Huntington's disease A) is caused by two recessive alleles. B) can lead to depression and changes in personality. C) is apparent in young babies. D) usually is not fatal. QuestionID: 02-1-44 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) can lead to depression and changes in personality.

45. Huntington's disease involves progressive deterioration of the nervous system, which causes A) muscle spasms, depression, and personality changes. B) schizophrenia. C) an accumulation of poisonous substances in the body. D) sterility. QuestionID: 02-1-45 Page-Reference: 48-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) muscle spasms, depression, and personality changes. 46. Inherited disorders A) are most often caused by dominant alleles. B) are relatively rare. C) do not run in families. D) are more common than disorders caused by the wrong number of chromosomes. QuestionID: 02-1-46 Page-Reference: 47-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) are relatively rare. 47. The most appropriate time for a couple with concerns about their genetic background to seek genetic counselling is A) before the woman gets pregnant. B) when the woman gets pregnant. C) when the couple already has a child with a genetic disorder. D) when they are about to become grandparents. QuestionID: 02-1-47 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) before the woman gets pregnant. 48. Debbie and Paula are thinking about starting a family, but are a little hesitant because there is a history of phenylketonuria in Debbie's family. What should Debbie and Paula do? A) They should adopt a child if they want children. Anyone with a history of inherited disease in their

family should not have children. B) They should go ahead and try to start a family. If Debbie is a carrier of the disease, she is unlikely to be able to get pregnant. C) They should go ahead and start trying. Phenylketonuria is not an inherited disease. D) They should go to genetic counselling to determine what the odds are that they will pass on the disease. QuestionID: 02-1-48 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) They should go to genetic counselling to determine what the odds are that they will pass on the disease. 49. Cornelius and Janelle sought genetic counselling because of concern that they might have children with sickle-cell anemia. The counsellor determined they each have one recessive allele for sickle-cells and one dominant allele for healthy blood cells. The counsellor would tell them that they have a A) 100 percent chance of having a child with sickle-cell anemia. B) 25 percent chance of having a child with sickle-cell anemia and a 50 percent chance of having a child with sickle-cell trait. C) 25 percent chance of having a child with sickle-cell trait and a 50 percent chance of having a child with sickle-cell anemia. D) 75 percent chance of having a child with sickle-cell anemia. QuestionID: 02-1-49 Page-Reference: 47-49 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) 25 percent chance of having a child with sickle-cell anemia and a 50 percent chance of having a child with sickle-cell trait. 50. Genetic counselling typically involves A) obtaining a detailed family history and performing tests to help couples with concerns about inherited disorders. B) informing parents-to-be about how they can have a more intelligent child. C) the government in making decisions for private citizens. D) helping couples with fertility problems. QuestionID: 02-1-50 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes?

Answer: A) obtaining a detailed family history and performing tests to help couples with concerns about inherited disorders. 51. Extra, missing, or damaged chromosomes A) do not usually disturb development. B) sometimes disturb development. C) always disturb development. D) always cause spontaneous abortion. QuestionID: 02-1-51 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) always disturb development. 52. ________ is an inherited disorder caused by an extra 21st chromosome that results in intellectual disability. A) Phenylketonuria B) Huntington's disease C) Down syndrome D) Turner's syndrome QuestionID: 02-1-52 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) Down syndrome 53. Individuals with Down syndrome show which of the following characteristics? A) intellectual disability B) aggression C) an extra X chromosome D) a lack of sexual development QuestionID: 02-1-53 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) intellectual disability

54. Aletha and Franco are worried about their one-year-old baby. His eyes are almond-shaped (unlike theirs), his head seems small, and his development is slower than average—he's just now starting to sit up by himself. Which of the following disorders would you suspect their baby has? A) Huntington's disease B) Klinefelter's syndrome C) Turner's syndrome D) Down syndrome QuestionID: 02-1-54 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) Down syndrome 55. Children with Down syndrome typically have A) advanced development. B) normal development. C) slower than normal development. D) no development. QuestionID: 02-1-55 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) slower than normal development. 56. The extra 21st chromosome that causes Down syndrome is A) usually provided by the egg. B) usually provided by the sperm. C) provided by the egg about half the time and by the sperm about half the time. D) usually created sometime during prenatal development. QuestionID: 02-1-56 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) usually provided by the egg. 57. The incidence of Down syndrome

A) increases as the mother gets older. B) decreases as the mother gets older. C) decreases as the father gets older. D) is unrelated to parental age. QuestionID: 02-1-57 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) increases as the mother gets older. 58. Who has the greatest risk of having a child with Down syndrome? A) 28-year-old Madhu B) 22-year-old Katie C) 36-year-old Lakhi D) 44-year-old Susan QuestionID: 02-1-58 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) 44-year-old Susan 59. The most common reason for fertilized eggs to spontaneously abort shortly after conception is A) abnormal autosomal chromosomes. B) abnormal sex chromosomes. C) environmental teratogens. D) maternal disease. QuestionID: 02-1-59 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) abnormal autosomal chromosomes. 60. Harold has Klinefelter's syndrome which is caused by a(n) ________ chromosome pattern. A) XYY B) XXY C) Y D) YY

QuestionID: 02-1-60 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) XXY 61. Phong has Klinefelter's syndrome. He is likely to be A) tall, passive, and have below-normal intelligence. B) short and have difficulty with spatial relations. C) of normal height and have delayed language development. D) tall and of average or above average intelligence. QuestionID: 02-1-61 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A) tall, passive, and have below-normal intelligence. 62. Jerome is learning about common disorders associated with sex chromosomes in his developmental psychology course. He learns about one disorder that affects females only and at a rate of 1 in 2500 to 5000 births. Which disorder is Jerome learning about? A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-62 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) Turner's syndrome 63. Victor is tall and has below-normal intelligence. He has symptoms of A) Turner's syndrome. B) XXX syndrome. C) XYY complement. D) Y syndrome. QuestionID: 02-1-63

Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) XYY complement. 64. An XYY complement of sex chromosomes is associated with which of the following characteristics? A) problems perceiving spatial relations B) short stature C) below-normal intelligence D) susceptibility to heart defects QuestionID: 02-1-64 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) below-normal intelligence 65. Liz has Turner's syndrome. Which of the following characteristics would you expect her to have? A) tall stature B) short stature C) delayed language development D) delayed motor development QuestionID: 02-1-65 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) short stature 66. A female who is short, has limited development of secondary sex characteristics, and who has problems with spatial relations would have which of the following disorders? A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-66 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual

Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) Turner's syndrome 67. Tina has XXX syndrome. Which of the following characteristics is she likely to have? A) tall stature, difficulty with spatial relations B) short stature, difficulty with spatial relations C) tall stature, below-normal intelligence D) normal height, delayed motor and language development QuestionID: 02-1-67 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) normal height, delayed motor and language development 68. A female who has normal stature but delayed language and motor development could have which of the following disorders? A) Klinefelter's syndrome B) XYY complement C) Turner's syndrome D) XXX syndrome QuestionID: 02-1-68 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: D) XXX syndrome 69. Which of the following chromosomal disorders does not involve abnormal sex chromosomes? A) Turner's syndrome B) XXX syndrome C) Down syndrome D) Klinefelter's syndrome QuestionID: 02-1-69 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: C) Down syndrome

70. There are no chromosomal disorders consisting solely of ________ chromosomes. A) X B) Y C) autosomal D) sex QuestionID: 02-1-70 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: B) Y 71. The branch of genetics that addresses the inheritance of behavioural and psychological traits is referred to as A) evocative genetics. B) active genetics. C) behavioural genetics. D) polygenic genetics. QuestionID: 02-1-71 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) behavioural genetics. 72. Behavioural genetics A) deals primarily with the inheritance of traits controlled by single genes. B) is not a complex field because behavioural and psychological phenotypes are very simple. C) deals primarily with either-or cases of inheritance such as red-green colour blindness. D) is interested in the range of outcomes associated with different genotypes. QuestionID: 02-1-72 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: D) is interested in the range of outcomes associated with different genotypes.

73. Polygenic inheritance A) reflects the influence of a single gene. B) determines "either-or" traits such as eye colour. C) cannot be studied because its influence is too broad. D) influences behavioural and psychological traits such as intelligence. QuestionID: 02-1-73 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: D) influences behavioural and psychological traits such as intelligence. 74. Many behavioural and psychological characteristics follow a(n) ________ pattern of genetic inheritance. A) dominant-recessive B) incomplete dominance C) sex-linked D) polygenic QuestionID: 02-1-74 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: D) polygenic 75. Intelligence is A) determined by a single gene. B) a polygenic trait. C) determined by the sex chromosomes. D) not influenced by genetic factors. QuestionID: 02-1-75 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: B) a polygenic trait.

76. When phenotypes are caused by the combined effect of many separate genes, the pattern of inheritance is referred to as A) polygenic inheritance. B) dominant-recessive. C) incomplete dominance. D) sex-linked inheritance. QuestionID: 02-1-76 Page-Reference: 51 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) polygenic inheritance. 77. Brendgen et al.'s (2005) study on aggression in twins found that aggression levels in children are influenced by A) heredity only. B) environment only. C) heredity and environment. D) neither heredity nor environment. QuestionID: 02-1-77 Page-Reference: 53 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: C) heredity and environment. 78. Traditionally, behaviour geneticists have relied on _____________.) A) reports B) hospital records C) statistical methods D) baby biographies QuestionID: 02-1-78 Page-Reference: 52-54 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) statistical methods

79. Twins that come from a single fertilized egg that splits in two are called A) dizygotic twins. B) monozygotic twins. C) fraternal twins. D) homozygous. QuestionID: 02-1-79 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: B) monozygotic twins. 80. Mindy and Mandy are dizygotic twins. Therefore, they A) came from two separate eggs. B) have the same genes. C) have no shared genes. D) cannot be used in a twin study. QuestionID: 02-1-80 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) came from two separate eggs. 81. Which pair has the most genes in common? A) mother and daughter B) monozygotic twins C) dizygotic twins D) brother and sister QuestionID: 02-1-81 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: B) monozygotic twins

82. ________ twins are to identical twins as ________ twins are to fraternal twins. A) Homozygous; heterozygous B) Heterozygous; homozygous C) Dizygotic; monozygotic D) Monozygotic; dizygotic QuestionID: 02-1-82 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: D) Monozygotic; dizygotic 83. Twin studies A) cannot be used to study polygenic traits such as intelligence. B) are based on the assumption that monozygotic twins are not more similar genetically than dizygotic twins. C) are based on the assumption that heredity influences a trait if identical twins are more alike than fraternal twins. D) often underestimate the influence of heredity because identical twins may have more similar environments than fraternal twins. QuestionID: 02-1-83 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) are based on the assumption that heredity influences a trait if identical twins are more alike than fraternal twins. 84. Dr. Tutu uses a twin study to determine the influence of heredity on emotionality. If emotionality is influenced by heredity, he will find that the level of emotionality is more similar in A) sibling pairs than in monozygotic twins. B) dizygotic twins than in sibling pairs. C) dizygotic twins than in monozygotic twins. D) monozygotic twins than in dizygotic twins. QuestionID: 02-1-84 Page-Reference: 51-54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's

development? Answer: D) monozygotic twins than in dizygotic twins. 85. Dr. Banta conducts an adoption study to estimate the heritability of intelligence. If intelligence is primarily influenced by the environment, he will find that A) adopted children's intelligence level is more similar to that of their biological parents than that of their adoptive parents. B) adopted children's intelligence level is more similar to that of their adoptive parents than that of their biological parents. C) adopted children's intelligence level is unrelated to that of either their biological or adoptive parents. D) he cannot determine heritability with an adoption study, therefore he will need to do a twin study. QuestionID: 02-1-85 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: B) adopted children's intelligence level is more similar to that of their adoptive parents than that of their biological parents. 86. Adoption studies tend to study mothers more often than fathers because A) mothers tend to have a stronger genetic influence on their children than fathers do. B) mothers tend to have a stronger environmental influence on their children than fathers do. C) fathers generally have less genetic and environmental influence on their children's development than mothers do. D) it is harder to get information about the fathers than about the mothers. QuestionID: 02-1-86 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: D) it is harder to get information about the fathers than about the mothers. 87. If a trait is strongly influenced by genetic factors you would expect to find that A) adopted children resemble their biological parents more than their adoptive parents on that trait. B) adopted children resemble their adoptive parents more than their biological parents on that trait. C) dizygotic twins would be more similar on that trait than monozygotic twins would be. D) dizygotic twins would be more similar on that trait than siblings would be. QuestionID: 02-1-87

Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) adopted children resemble their biological parents more than their adoptive parents on that trait. 88. In adoption studies A) the results may be biased because biological and adoptive parents may be similar. B) adoptive parents are assumed to provide genetic influence. C) biological parents are assumed to provide environmental influence. D) the greater similarity of adoptees to biological than to adoptive parents on a trait would indicate that the trait is influenced by the environment. QuestionID: 02-1-88 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: A) the results may be biased because biological and adoptive parents may be similar. 89. Adoption studies may be flawed because A) adopted children are more likely than nonadopted children to have genetic disorders. B) the results of adoption studies usually conflict with results of twin studies. C) agencies may try to place adoptees in environments similar to those of their biological parents. D) parents treat adopted children differently from biological children. QuestionID: 02-1-89 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: C) agencies may try to place adoptees in environments similar to those of their biological parents. 90. A potential flaw of twin studies is that A) monozygotic twins do not always have identical genes. B) dizygotic twins do not have identical genes. C) parents may treat monozygotic twins more similarly than they treat dizygotic twins. D) parents may treat dizygotic twins more similarly than they treat monozygotic twins. QuestionID: 02-1-90

Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: C) parents may treat monozygotic twins more similarly than they treat dizygotic twins. 91. The problems associated with twin studies and adoption studies A) are not serious enough to cause concern. B) can be minimized by using both kinds of studies to see if they yield similar results. C) can be minimized by using only one kind of study so potential flaws are not multiplied. D) are insurmountable. QuestionID: 02-1-91 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: B) can be minimized by using both kinds of studies to see if they yield similar results. 92. One recent issue to consider is that it is now possible to alter genes and even the human genome by replacing or altering parts of the individual's DNA. This is referred to as A) crispier B) microarray C) postage D) gene editing. QuestionID: 02-1-92 Page-Reference: 55 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: D) gene editing. 93. Sadie is depressed. You would be most likely to find that A) Sadie's monozygotic twin is depressed. B) Sadie's adoptive mother is depressed. C) Sadie's brother is depressed. D) no one else in Sadie's family is depressed. QuestionID: 02-1-93 Page-Reference: 56

Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: A) Sadie's monozygotic twin is depressed. 94. Scores for the ability to resist temptation were found to be A) more strongly correlated among monozygotic twins than among dizygotic twins. B) less strongly correlated among monozygotic twins than among dizygotic twins. C) of equal correlation between monozygotic twins and dizygotic twins. D) completely unrelated in all twins. QuestionID: 02-1-94 Page-Reference: 56 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: A) more strongly correlated among monozygotic twins than among dizygotic twins. 95. Whose opinion is best supported by the results of twin and adoption studies? A) Aaron, who assumes heredity is solely responsible for behavioural development. B) Baron, who believes heredity has a substantial but not total influence on behavioural development. C) Karen, who asserts that heredity has virtually no influence on development. D) Sharon, who asserts that twin and adoption studies are too flawed to yield accurate information about the influence of genetics on development. QuestionID: 02-1-95 Page-Reference: 54-56 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: B) Baron, who believes heredity has a substantial but not total influence on behavioural development. 96. The path from genes to behaviour is A) one in which genes make particular behaviours more or less likely. B) a direct path in which genes directly cause behaviour. C) largely known and charted. D) not influenced by the environment in which the genetic instructions are carried out. QuestionID: 02-1-96 Page-Reference: 56-60

Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A) one in which genes make particular behaviours more or less likely. 97. Bibhavasu has the genotype for phenylketonuria. Which of the following statements is true? A) Bibhavasu will have an intellectual disability. B) Bibhavasu's phenylketonuria is not likely to surface until he reaches middle age. C) If Bibhavasu avoids consuming phenylalanine he will have normal intelligence. D) Bibhavasu has a high likelihood of having an older mother. QuestionID: 02-1-97 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: C) If Bibhavasu avoids consuming phenylalanine he will have normal intelligence. 98. Phenylketonuria (PKU) provides a good example of A) the interaction between genes and environment. B) a disorder caused by a dominant allele. C) a chromosomal abnormality caused by an extra chromosome. D) a disorder whose effects cannot be changed by the environment. QuestionID: 02-1-98 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A) the interaction between genes and environment. 99. The term "reaction range" refers to the concept that A) one phenotype can lead to many different genotypes. B) one genotype can lead to different phenotypes. C) one genotype leads to one and only one phenotype. D) phenotypes are unrelated to genotypes. QuestionID: 02-1-99 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) one genotype can lead to different phenotypes. 100. Gina has a genotype for average sociability. If she is in an environment where sociability is discouraged, she is likely to be below average in sociability. If she is in an environment where sociability is encouraged, she may be above average in sociability. The fact that Gina's genotype can lead to different phenotypes depending on the environment is a phenomenon referred to as A) niche-picking. B) an active gene-environment relation. C) an evocative gene-environment relation. D) a reaction range. QuestionID: 02-1-100 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: D) a reaction range. 101. The continuous interplay between genes and multiple levels of the environment (from cells to culture) that drives development is known as A) methylation. B) reaction range. C) epigenesis. D) polygenesis. QuestionID: 02-1-101 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: C) epigenesis. 102. The continuous interplay between genes and multiple levels of the environment (from cells to culture) is called A) methylation B) epigenesis C) reaction range D) acetonation QuestionID: 02-1-102 Page-Reference: 57-58 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: B) epigenesis 103. Sometimes experiences change the expression of DNA—the genetic code is preserved by some genes are "turned off". This process is known as _________ because the chemical silencer is a _________ molecule. A) methylation; methyl B) acetylation; acetyl C) sulfuration; sulphur D) acetonation; acetone QuestionID: 02-1-103 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A) methylation; methyl 104. The _____________________ estimates the extent to which differences between people reflect heredity. A) methylation coefficient B) correlation coefficient C) heritability coefficient D) reaction range coefficient QuestionID: 02-1-104 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: C) heritability coefficient 105. An example of niche-picking is A) parents enrolling their active child in many structured, sedentary activities in hopes that he will calm down. B) parents enrolling their active child in many athletic activities in hopes that he will burn off some steam. C) an active child choosing to participate in many athletic events. D) an uncoordinated child choosing to participate in athletic events in hopes of becoming more coordinated. QuestionID: 02-1-105 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: C) an active child choosing to participate in many athletic events. 106. Who provides the best example of niche-picking? A) Musically-talented Mosi who chooses to spend his free time listening to music and practising his guitar. B) Natural singer Vanessa who is often asked to sing by her family and friends. C) Tone-deaf Toneesha whose choir director asks her to simply mouth the words rather than sing during performances. D) Piano prodigy Philip who not only inherited musical talent from his symphony-playing parents but was encouraged by his parents to begin playing a musical instrument at an early age. QuestionID: 02-1-106 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A) Musically-talented Mosi who chooses to spend his free time listening to music and practising his guitar. 107. Niche-picking refers to A) one genotype leading to a range of phenotypes, depending on the environment. B) children deliberately seeking environments that fit their heredity. C) children's heredity eliciting different reactions from the environment. D) parents both passing on their genes to their children and providing an environment for their children. QuestionID: 02-1-107 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: B) children deliberately seeking environments that fit their heredity. 108. Caris is very artistically talented and chooses to spend much of her time drawing and painting. This is a good example of A) a passive gene-environment relation. B) an evocative gene-environment relation. C) a reaction range. D) niche-picking. QuestionID: 02-1-108 Page-Reference: 59-60 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.2. How do heredity and environment work together to influence child development?

Answer: D) niche-picking. 109. The environmental forces within a family that make children different from one another are referred to as A) an evocative gene-environment relation. B) passive gene-environment relation. C) incomplete dominance. D) nonshared environmental influences. QuestionID: 02-1-109 Page-Reference: 59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: D) nonshared environmental influences. 110. The fact that children with genes for average intelligence can actually develop either below-average, average, or above-average intelligence depending on their experiences best illustrates which of the following themes of development? A) Early development is related to later development, but not perfectly. B) Development is always jointly influenced by heredity and environment. C) Children help determine their own environment. D) Development in different domains is connected. QuestionID: 02-1-110 Page-Reference: 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: B) Development is always jointly influenced by heredity and environment. 111. Results of twin and adoption studies suggest that genetics strongly influence A) intelligence but do not strongly influence psychological disorders or personality. B) intelligence and psychological disorders but do not strongly influence personality. C) personality and psychological disorders but do not strongly influence intelligence. D) intelligence, psychological disorders, and personality. QuestionID: 02-1-111 Page-Reference: 61 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development?

Answer: D) intelligence, psychological disorders, and personality. Chapter 02 True-False Questions 1. On average, 200 to 500 million sperm complete the 15- to 20-centimetre journey to the fallopian tubes after ejaculation. a True b False QuestionID: 02-2-01 Page-Reference: 43 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 2. Each sperm and egg contain 46 chromosomes. a True b False QuestionID: 02-2-02 Page-Reference: 43 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 3. In vitro fertilization involves combining the sperm and egg in a laboratory dish. a True b False QuestionID: 02-2-03 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True 4. About 80 percent of in vitro fertilization attempts succeed. a True b False

QuestionID: 02-2-04 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 5. Assisted reproductive technology is used more often in Canada than in the United States. a True b False QuestionID: 02-2-05 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 6. In Canada, Quebec is the only province that will fully fund infertility treatments. a True b False QuestionID: 02-2-06 Page-Reference: 44 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True 7. The autosomes determine the sex of the child. a True b False QuestionID: 02-2-07 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 8. Chromosomes consist of deoxyribonucleic acid (DNA). a True

b False QuestionID: 02-2-08 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True 9. Genes are made up of nucleotide bases. a True b False QuestionID: 02-2-09 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True 10. We have 23 pairs of chromosomes. Twenty-two pairs are called autosomes and the 23rd pair is known as the sex chromosomes. a True b False QuestionID: 02-2-10 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True 11. Each group of nucleotide bases that provides a specific set of biochemical instructions is called a gene. a True b False QuestionID: 02-2-11 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: a. True

12. A genotype is an individual's physical, behavioural, and psychological features. a True b False QuestionID: 02-2-12 Page-Reference: 45 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.1.1. What are chromosomes and genes? Answer: b. False 13. A homozygous individual has two alleles that are the same. a True b False QuestionID: 02-2-13 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: a. True 14. In incomplete dominance, the phenotype that results often falls between the phenotype associated with the other allele. One allele does not dominate another completely. a True b False QuestionID: 02-2-14 Page-Reference: 46 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: a. True 15. Individuals with the sickle-cell allele are more resistant to malaria. a True b False QuestionID: 02-2-15 Page-Reference: 47 Topic: Mechanisms of Heredity Skill: Conceptual

Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 16. If an allele for a disorder is dominant, then every person who receives the allele will have the disorder. a True b False QuestionID: 02-2-16 Page-Reference: 47-48 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 17. Curly hair, farsightedness, and thick lips are all examples of dominant phenotypes a True b False QuestionID: 02-2-17 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 18. Huntington's disease is caused by a recessive allele found on chromosome 4. a True b False QuestionID: 02-2-18 Page-Reference: 48 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: b. False 19. Hemophilia is a sex-linked disorder. a True b False QuestionID: 02-2-19 Page-Reference: 48

Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 20. Genetic counsellors construct detailed family histories to determine the likelihood that someone is carrying an allele for a particular disorder. a True b False QuestionID: 02-2-20 Page-Reference: 49 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 21. The presence of abnormal autosomes is a major cause for spontaneous abortions during the period of the zygote. a True b False QuestionID: 02-2-21 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: a. True 22. The extra 21st chromosome that is found with Down syndrome usually comes from the father's sperm. a True b False QuestionID: 02-2-22 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: b. False 23. The risk of having a baby with Down syndrome decreases as the mother gets older.

a True b False QuestionID: 02-2-23 Page-Reference: 49-50 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: b. False 24. The presence of a Y chromosome appears to be necessary for life. a True b False QuestionID: 02-2-24 Page-Reference: 50 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: b. False 25. Most behavioural and psychological traits are polygenic traits. a True b False QuestionID: 02-2-25 Page-Reference: 51-52 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: a. True 26. The traits controlled by single genes usually represent either-or phenotypes, while traits controlled by many genes typically represent an entire range of different outcomes. a True b False QuestionID: 02-2-26 Page-Reference: 51-52 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's

development? Answer: a. True 27. In twin studies, it is assumed that heredity influences a characteristic if dizygotic twins are more alike than monozygotic twins. a True b False QuestionID: 02-2-27 Page-Reference: 52-53 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: b. False 28. Boivin et al., (2013) conducted a twin study investigating whether heredity contributed to children's success in peer relations. It was found that when one twin had successful peer relations, the other often did as well. However, the correlation was found to be greater for monozygotic twins than the correlation for dizygotic twins. a True b False QuestionID: 02-2-28 Page-Reference: 53 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: a. True 29. In adoption studies, if a behaviour has genetic roots, adopted children should behave more like their biological parents than their adoptive parents. a True b False QuestionID: 02-2-29 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Applied Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?

Answer: a. True 30. One problem with twin studies is that the experiences of monozygotic twins may be more similar than the experiences of dizygotic twins so that heredity appears to have a greater influence. a True b False QuestionID: 02-2-30 Page-Reference: 54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: a. True 31. Twin studies compare children with their biological and adoptive parents. a True b False QuestionID: 02-2-31 Page-Reference: 52-54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: b. False 32. Gene, or genome, editing has been made possible by the development of a procedure taking advantage of what are called clustered regularly interspaced short palindromic repeats, or CRISPR, for short. a True b False QuestionID: 02-2-32 Page-Reference: 55 Topic: Heredity, Environment, and Development Skill: Factual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: a. True 33. Scores on a measure of aggressive play with peers were less strongly correlated for monozygotic twins than for dizygotic twins. a True

b False QuestionID: 02-2-33 Page-Reference: 56 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: b. False 34. The behavioural consequences of genetic instructions depend on the environment in which those interactions develop. a True b False QuestionID: 02-2-34 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 35. The term epigenetic means "on, or above, genes" and relates to the expression of certain genes and not others. a True b False QuestionID: 02-2-35 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 36. The same genotype for intelligence leads to the same phenotypes for intelligence. This is called reaction range. a True b False QuestionID: 02-2-36 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Applied

Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: b. False 37. Heredity and environment interact dynamically throughout development. a True b False QuestionID: 02-2-37 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 38. The environment has no impact on when genes are activated—they follow a predictable and predetermined schedule based on maturation. a True b False QuestionID: 02-2-38 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: b. False 39. The range of phenotypes that the same genotype may produce in reaction to the environment where development takes place is called the reaction range. a True b False QuestionID: 02-2-39 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 40. Experiences determine which phenotypes emerge, and genotypes influence the nature of experiences. a True b False

QuestionID: 02-2-40 Page-Reference: 56-57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 41. About 50 percent of the differences in children's scores on intelligence tests are due to heredity. a True b False QuestionID: 02-2-41 Page-Reference: 58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 42. Although environmental factors are important, they usually affect each child in a unique way, which makes siblings differ. a True b False QuestionID: 02-2-42 Page-Reference: 59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True 43. Heredity-environmental influences at any given point are affected by prior heredity-environmental exchanges. a True b False QuestionID: 02-2-43 Page-Reference: 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: a. True

Chapter 02 Essay Questions 1. Discuss assisted reproductive technology. QuestionID: 02-3-01 Page-Reference: 43-44 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes? Answer: A good answer will include the following key points: - Today, it is no longer experimental – used frequently in Canada and the United States. - Many new techniques are available. - Best-known method is in vitro fertilization, which is mixing sperm and egg together in a laboratory dish and then placing a few of these fertilized eggs in the mother's uterus. - If eggs are successfully fertilized, in about 24 hours they are placed in the mother's uterus and hopefully will implant in uterine wall. - The social and emotional development of those conceived through these techniques is perfectly normal. - Only about one-third of these attempts at IVF succeed - There is a higher rate of multiple pregnancies (e.g., twins or triplets) - It is very expensive – provincial differences, with Quebec funding all infertility treatments and Ontario funding one IVF treatment per woman in her lifetime 2. Compare the term genotype with the term phenotype. QuestionID: 02-3-02 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: A good answer will include the following key points: - A genotype is the complete set of genes that makes up a person's heredity. - A phenotype is an individual's physical, behavioural, and psychological features. 3. Explain basic concepts of single gene inheritance using the terms alleles, chromosomes, homozygous, heterozygous, dominant, recessive. QuestionID: 02-3-03 Page-Reference: 45-46 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.1.1. What are chromosomes and genes?, 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: A good answer will include the following key points:

- Genes come in different forms called alleles. - The alleles in a pair of chromosomes are sometimes the same, which makes them homozygous. - The alleles in a pair of chromosomes sometimes differ, which makes them heterozygous. - If a person is homozygous for a trait, such as eye colour, the genotype produces the phenotype. - If a person is heterozygous for a trait, the phenotype produced depends on which allele is dominant. - If one allele is dominant, its chemical instructions are followed whereas those of the other, the recessive allele, are ignored. 4. Your friends Shania and Ricky are expecting a baby. Both Shania and Ricky are farsighted and have cheek dimples. Shania and Ricky have said that they hope that their baby won't need to wear glasses or have cheek dimples because they both hate their glasses and dimples. What can you tell them about genetic inheritance and the likelihood that they will get their wish? QuestionID: 02-3-04 Page-Reference: 43-46 Topic: Mechanisms of Heredity Skill: Applied Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: A good answer will be similar to the following: You can tell Shania and Ricky that both farsightedness and cheek dimples are dominant traits. That means that an individual who is heterozygous with one dominant allele and one recessive allele will still show the dominant trait. Given that both Shania and Ricky show the dominant traits, they both must have at least one allele for the dominant trait so the likelihood that their baby will NOT have the dominant traits of farsightedness and cheek dimples is small. 5. Why are African Canadians more likely to inherit sickle-cell disease? QuestionID: 02-3-05 Page-Reference: 43,44,46,47,48,49 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: African Canadians are more likely to inherit sickle-cell disease because the sickle cell has a benefit: Individuals with this allele are more resistant to malaria. Therefore, in parts of the world (such as Africa) where malaria is found you are also more likely to find individuals carrying this trait. Having two alleles for sickle-cell disease has devastating consequences to the carrier. However, having only one sickle cell allele results in a person who is more resistant to malaria and yet suffers from the disorder only when put under extreme conditions (in instances of low oxygen). Therefore, having sickle-cell trait is quite adaptive in Africa. However, it has no adaptive value in Canada and accordingly we are seeing fewer and fewer individuals with sickle-cell trait in successive generations of African Canadians. 6. Name and briefly describe some common disorders associated with recessive alleles.

QuestionID: 02-3-06 Page-Reference: 46-48 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A good answer will include the following key points: - Albinism: Skin lacks melanin, which causes visual problems and extreme sensitivity to light. - Cystic fibrosis: Excess mucous clogs digestive and respiratory tracts. - Phenylketonuria (PKU): Phenylalanine, an amino acid, accumulates in the body and damages the nervous system, causing intellectual disability. - Tay-Sachs disease: The nervous system degenerates in infancy, causing deafness, blindness, intellectual disability, and, during the preschool years, death. 7. Discuss genetic counselling. QuestionID: 02-3-07 Page-Reference: 48-49 Topic: Mechanisms of Heredity Skill: Conceptual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited? Answer: A good answer will include the following key points: - If parents fear that their children may inherit serious or fatal disorders, they may seek the help of a genetic counsellor before conception. - A genetic counsellor constructs a detailed family history that can be used to decide whether it's likely that either the man or the woman carries the allele for the disorder they're worried about. - Tests can also be administered after a woman is pregnant to determine whether the fetus she is carrying has an inherited disorder. 8. Describe phenylketonuria. What is it, its causes, its symptoms, and treatment? QuestionID: 02-3-08 Page-Reference: 48,49,57,61 Topic: Mechanisms of Heredity Skill: Factual Objective: 2.2.2. What are dominant and recessive traits? How are they inherited?, 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A good answer will be similar to the following: Phenylketonuria (PKU) is a disorder in which babies are born lacking an important enzyme. It is caused by two recessive alleles found on chromosome 12. The missing enzyme is one that breaks down phenylalanine, an amino acid. Without the enzyme, phenylalanine accumulates, damaging the nervous system and leading to delayed mental development. PKU can be controlled by diet by avoiding products that contain phenylalanine. With a special diet, intellectual disability can be avoided.

9. Name and describe (a) a disorder caused by an abnormal number of autosomal chromosomes, and (b) a disorder caused by an abnormal number of sex chromosomes. QuestionID: 02-3-09 Page-Reference: 49, 50, 61, Topic: Mechanisms of Heredity Skill: Factual Objective: 2.3.3. What disorders are inherited? Which are caused by too many or too few chromosomes? Answer: A good answer will include the following key points: (a) Down syndrome is caused by an extra 21st chromosome. * Symptoms: - almond-shaped eyes - a fold over the eyelid - smaller than normal head, neck, and nose - delayed mental and behavioural development - intellectual disability (b) Klinefelter's syndrome (XXY chromosome pattern): Characteristics includes tall stature, small testicles, sterile, below-normal intelligence, passive. Males only. OR - XYY complement: Characteristics include tall stature and, sometimes, below-normal intelligence. Males only. OR - Turner's syndrome (Xo): Characteristics are short stature, limited development of secondary sex characteristics, problems perceiving spatial relations. Females only. OR - XXX syndrome: Characteristics are normal stature but delayed motor and language development. Females only. 10. The other day I heard someone say "There is no such thing as twins who are brother/sisters (mix-sex twins)." What would you have said if you had been there? QuestionID: 02-3-10 Page-Reference: 52,54 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development? Answer: You could have told him/her that he/she was thinking about monozygotic twins. These twins are the result of one fertilized egg that has divided. Therefore monozygotic (or monozygotic) twins have the exact same genes—so they must also be the same sex. However, dizygotic twins come from two separate eggs fertilized by two separate sperm. These twins have the same genetic overlap as full brothers and sisters, but just as you can have a boy and a girl in the same family, you can also have mix-sex dizygotic (dizygotic) twins. 11. Explain how (a) twin studies and (b) adoption studies are used to determine the influence of heredity on a trait and discuss a potential flaw of each type of study.

QuestionID: 02-3-11 Page-Reference: 51,54,55,56,58 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will be similar to the following: (a) Twin studies compare monozygotic and dizygotic twins to determine the influence of heredity. Monozygotic or monozygotic twins come from a single fertilized egg that splits in two, and they have the same genes. Dizygotic or dizygotic twins come from two separate eggs fertilized by two separate sperm and share, on average, about half their genes just like regular siblings. In a twin study, if monozygotic twins are more alike than dizygotic twins on a particular trait or behaviour, it suggests that heredity influences that trait or behaviour. Potential flaw: Parents and other people may treat monozygotic twins more similarly than they treat dizygotic twins. This would make monozygotic twins more similar than dizygotic twins in their experiences as well as in their genes. (b) In adoption studies, adopted children are compared to their adoptive parents and their biological parents. Adoptive parents have provided the child's environment. Biological parents provided the child's genes. If children are more similar to their biological parents than to their adoptive parents on a particular trait or behaviour, it suggests that genes influence that trait or behaviour. Potential flaw: Adoption agencies may try to place children in homes like those of their biological parents. This can bias adoption studies because biological and adoptive parents end up being similar. 12. Explain what is meant by a reaction range and give an example of how a reaction range might work. QuestionID: 02-3-12 Page-Reference: 57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will include the following key points: Reaction range: The same genotype can produce a range of phenotypes, in reaction to the environment where development takes place. For example, individuals with the genotype for phenylketonuria (PKU) lack an enzyme that breaks down the amino acid, phenylalanine, which is found in many foods that children regularly eat. If phenylalanine is ingested, it will accumulate in the child's body, damage the nervous system and lead to delayed mental development. If, though, the child is placed on a diet that limitsphenylalanine, the disease does not emerge and the nervous system develops normally. 13. You and a friend were talking about the role of heredity and environment and your friend said, "Heredity is destiny. When someone inherits genes for bad diseases there is nothing about the environment that can change the negative effects." What can you tell your friend about the interaction of heredity and environment in cases such as those involving individuals with phenylketonuria? QuestionID: 02-3-13

Page-Reference: 51,57 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.1. What methods do scientists use to study the impact of heredity and environment on children's development?, 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will be similar to the following: You can tell your friend that heredity is not destiny. One can inherit a particular genotype, but that genotype can interact with a particular environment to change the phenotype. In the case of phenylketonuria (PKU), an individual may inherit the gene for PKU. Typically, the individual lacks an enzyme that breaks down phenylalanine. Phenylalanine is found in many foods such as meats and dairy products. When the phenylalanine is not broken down it builds up and produces toxins that damage the nervous system, which leads to intellectual disability. However, if the environment is changed so that the amount of phenylalanine in a child's diet is reduced, then the damage to the nervous system does not occur and normal intelligence occurs. In other words, the same genotype for PKU can interact with two different environments (either a regular diet or a lowphenylalanine diet) to lead to two very different outcomes (either normal intelligence or intellectual disability). So, even in the case of a negative, inherited disorder the environment can still play an important role in shaping the environment. 14. Explain the general properties of the paths from genes to behaviour. QuestionID: 02-3-14 Page-Reference: 56-59 Topic: Heredity, Environment, and Development Skill: Conceptual Objective: 2.2.2. How do heredity and environment work together to influence child development? Answer: A good answer will include the following key points: - The behavioural consequences of genetic instructions depend on the environment in which those instructions develop. Reaction range: The same genotype can produce a range of phenotypes, in reaction to the environment where development takes place. - Heredity and environment interact dynamically throughout development. - Genes can influence the kind of environment to which a child is exposed. Niche-picking: The process of deliberately seeking environments that fit one's heredity. - Environmental influences typically make children within a family different. Nonshared environmental influences: The environmental forces that make siblings different from one another.

Chapter 03: Prenatal Development, Birth, and the Newborn Chapter 03 Multiple-Choice Questions 1. The period from conception to birth normally lasts ________ weeks. A) 30 B) 34 C) 38 D) 42 QuestionID: 03-1-01 Page-Reference: 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: C) 38 2. Your friend Marie is pregnant and wants to learn about the changes that will take place in the child she is carrying before it is born. You suggest that she go to the library and look up A) prenatal development. B) neonatal development. C) the Apgar. D) anoxia. QuestionID: 03-1-02 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life? Answer: A) prenatal development. 3. Prenatal development takes an average of 38 weeks, which are divided into how many stages? A) four B) six C) three D) ten QuestionID: 03-1-03 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do

body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life? Answer: C) three 4. Adira doesn't know it yet, but she is pregnant. She conceived one week ago and has not yet missed a menstrual period. Adira's developing child is in the period of the A) fetus. B) zygote. C) embryo. D) endoderm. QuestionID: 03-1-04 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: B) zygote. 5. Immediately after conception, a fertilized egg is referred to as a(n) A) fetus. B) embryo. C) germ disc. D) zygote. QuestionID: 03-1-05 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: D) zygote. 6. A fertilized egg is called a(n) A) amnion. B) umbilical cord. C) mesoderm. D) zygote. QuestionID: 03-1-06 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: D) zygote. 7. A zygote is A) a structure through which nutrients and wastes are exchanged between the mother and the developing organism. B) a sac filled with amniotic fluid. C) a fertilized egg. D) what a developing organism is called after it is completely embedded in the uterine wall. QuestionID: 03-1-07 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: C) a fertilized egg. 8. When the zygote consists of about 100 cells and looks like a hollow ball, it is called a(n) A) fertilized egg. B) embryo. C) fetus. D) blastocyst. QuestionID: 03-1-08 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: D) blastocyst. 9. Implantation of the fertilized egg into the uterus begins A) immediately after conception. B) about one week after conception. C) during the period of the embryo. D) during the period of the fetus. QuestionID: 03-1-09 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: B) about one week after conception. 10. The zygote implants into the

A) uterine wall. B) fallopian tube. C) vaginal wall. D) ovarian wall. QuestionID: 03-1-10 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: A) uterine wall. 11. Which of the following events does NOT occur during the period of the zygote? A) rapid division of the cells B) differentiation of cells C) development of body structures and internal organs D) implantation QuestionID: 03-1-11 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: C) development of body structures and internal organs 12. The process of a zygote burrowing into the uterine wall is referred to as A) fertilization. B) implantation. C) differentiation. D) crowning. QuestionID: 03-1-12 Page-Reference: 64 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: B) implantation. 13. Differentiation of cells begins A) during the period of the embryo. B) during the period of the fetus. C) during the period of the zygote. D) at birth.

QuestionID: 03-1-13 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: C) during the period of the zygote. 14. Near the centre of a zygote is a small cluster of cells called the ________, which will eventually develop into the baby. A) placenta B) amnion C) fetus D) germ disc QuestionID: 03-1-14 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: D) germ disc 15. Your sister is pregnant and wonders how her baby takes in nutrients and gets rid of waste products. You tell her that it happens through a structure called a(n) A) germ disc. B) amnion. C) placenta. D) ectoderm. QuestionID: 03-1-15 Page-Reference: 65 Topic: From Conception to Birth Skill: Applied Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: C) placenta. 16. The ________ is where nutrients and wastes are exchanged between the mother and the developing organism. A) germ disc B) placenta C) ectoderm D) amnion

QuestionID: 03-1-16 Page-Reference: 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: B) placenta 17. Once implantation is complete, the developing organism is called a(n) A) fetus. B) zygote. C) germ disc. D) embryo. QuestionID: 03-1-17 Page-Reference: 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: D) embryo. 18. The developing organism is called an embryo A) from the moment of conception. B) when cell division begins. C) when bodily systems begin to work. D) once implantation is complete. QuestionID: 03-1-18 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: D) once implantation is complete. 19. The period of the embryo goes from ________ weeks after conception. A) zero to two B) three to eight C) six to 12 D) nine to 38 QuestionID: 03-1-19 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual

Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: B) three to eight 20. Most of the body structures and internal organs develop during the period of the A) embryo. B) fetus. C) zygote. D) ectoderm. QuestionID: 03-1-20 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: A) embryo. 21. Three layers called the ectoderm, mesoderm, and endoderm form in the developing organism during the period of the A) amnion. B) fetus. C) zygote. D) embryo. QuestionID: 03-1-21 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: D) embryo. 22. The ectoderm will become A) the arms and legs. B) hair, the outer layer of skin, and the nervous system. C) muscles, bones, and the circulatory system. D) the digestive system and lungs. QuestionID: 03-1-22 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: B) hair, the outer layer of skin, and the nervous system.

23. The hair, the outer layer of skin, and the nervous system develop from the A) ectoderm. B) endoderm. C) mesoderm. D) germ disc. QuestionID: 03-1-23 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: A) ectoderm. 24. The ________ will form muscles, bones, and the circulatory system. A) ectoderm B) mesoderm C) placenta D) endoderm QuestionID: 03-1-24 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: B) mesoderm 25. The mesoderm will become A) the arms and legs. B) hair, the outer layer of skin, and the nervous system. C) muscles, bones, and the circulatory system. D) the digestive system and lungs. QuestionID: 03-1-25 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: C) muscles, bones, and the circulatory system. 26. The endoderm will become A) the arms and legs. B) hair, the outer layer of skin, and the nervous system.

C) muscles, bones, and the circulatory system. D) the digestive system and lungs. QuestionID: 03-1-26 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: D) the digestive system and lungs. 27. The ________ will form the digestive system and the lungs. A) endoderm B) amnion C) ectoderm D) mesoderm QuestionID: 03-1-27 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: A) endoderm 28. The ________ is the inner layer, the ________ is the middle layer, and the ________ is the outer layer of the embryo. A) mesoderm; ectoderm; endoderm B) ectoderm; mesoderm; endoderm C) endoderm; mesoderm; ectoderm D) endoderm; ectoderm; mesoderm QuestionID: 03-1-28 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: C) endoderm; mesoderm; ectoderm 29. In the ________, the blood vessels from the umbilical cord run close to the mother's blood vessels, but aren't actually connected to them. A) amnion B) placenta C) zygote D) germ disc

QuestionID: 03-1-29 Page-Reference: 65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: B) placenta 30. The ________ is a fluid-filled sac that cushions the embryo and maintains a constant temperature. A) placenta B) umbilical cord C) germ disc D) amniotic sac QuestionID: 03-1-30 Page-Reference: 66 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: D) amniotic sac 31. Erin is eight weeks pregnant with her first child. She wonders what her developing child looks like. You tell her that her developing child resembles a A) hollow ball. B) salamander more than a human being. C) human being complete with eyes, jaw, arms, and legs, but no sex organs. D) human being complete with sex organs. QuestionID: 03-1-31 Page-Reference: 66-67 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) human being complete with eyes, jaw, arms, and legs, but no sex organs. 32. The ________ houses blood vessels that join the embryo to the placenta. A) amnion B) amniotic fluid C) umbilical cord D) endoderm QuestionID: 03-1-32 Page-Reference: 66

Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) umbilical cord 33. The umbilical cord A) has blood vessels that connect the embryo to the placenta. B) has blood vessels that are directly connected to the mother's blood vessels. C) develops during the period of the fetus. D) is filled with amniotic fluid. QuestionID: 03-1-33 Page-Reference: 66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: A) has blood vessels that connect the embryo to the placenta. 34. The longest phase of prenatal development is the period of A) the embryo. B) viability. C) the fetus. D) the zygote. QuestionID: 03-1-34 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) the fetus. 35. The period of the ________ lasts from nine to 38 weeks after conception. A) fetus B) zygote C) germ disc D) embryo QuestionID: 03-1-35 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life?

Answer: A) fetus 36. During the period of ________, the developing individual becomes much larger and its bodily systems begin to work. A) the zygote B) the fetus C) the embryo D) differentiation QuestionID: 03-1-36 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: B) the fetus 37. During the last five months of pregnancy, the fetus gains, on average, an additional: A) ten kilograms. B) one kilogram. C) three or four kilograms. D) seven kilograms. QuestionID: 03-1-37 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) three or four kilograms. 38. Eyebrows, eyelashes, and scalp hair emerge: A) during the fifth and sixth months after conception. B) during the eighth month after conception. C) during the third month after conception. D) during the seventh and eighth month after conception. QuestionID: 03-1-38 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: A) during the fifth and sixth months after conception. 39. The thick, greasy substance that covers the skin during the fifth and sixth months after conception is

called the: A) placenta. B) cerebral cortex. C) villi. D) vernix. QuestionID: 03-1-39 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: D) vernix. 40. DiPietro and colleagues (2007) found that fetuses A) with greater heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development. B) with less heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development. C) with greater heart rate variability were, as two-month-olds, less advanced in their motor, mental, and language development. D) with no heart rate variability were, as two-month-olds. no different in their motor, mental, and language development from those with greater heart rate variability. QuestionID: 03-1-40 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: A) with greater heart rate variability were, as two-month-olds, more advanced in their motor, mental, and language development. 41. The age of viability refers to the A) time since conception. B) age at which a baby is expected to be born. C) age at which a fetus can hear sounds. D) age at which a fetus has a chance to survive if born. QuestionID: 03-1-41 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: D) age at which a fetus has a chance to survive if born.

42. The age of viability occurs around the A) third month of prenatal development. B) fifth month of prenatal development. C) seventh month of prenatal development. D) ninth month of prenatal development. QuestionID: 03-1-42 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) seventh month of prenatal development. 43. Cheri is 28 weeks pregnant, has gone into labour, and is worried about what will happen if her baby is born now. Cheri's baby A) is unlikely to survive. B) has a chance to survive but may have difficulty breathing and regulating his body temperature. C) has a chance to survive but will not yet be able to hear. D) is sufficiently developed that he has an excellent chance of survival with little risk of developmental problems. QuestionID: 03-1-43 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: B) has a chance to survive but may have difficulty breathing and regulating his body temperature. 44. During the period of the fetus A) cells begin to differentiate. B) most of the bodily structures and organs are formed. C) an insulating layer of fat develops. D) very little growth of the fetus occurs. QuestionID: 03-1-44 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) an insulating layer of fat develops. 45. Research in which mothers read aloud during the last months of their pregnancy suggests that

A) fetuses are unable to hear. B) fetuses are able to hear in utero but will not remember what they heard in utero after they are born. C) newborns are able to recognize some sounds they heard before they were born. D) both fetuses and newborns prefer non-rhythmic to rhythmic sounds. QuestionID: 03-1-45 Page-Reference: 68 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: C) newborns are able to recognize some sounds they heard before they were born. 46. Your friend Keunho is eight months pregnant and has heard that she should read to her unborn child. What would you tell her based on research of reading aloud during pregnancy? A) Don't bother. Your baby's hearing isn't sufficiently developed to hear you anyway. B) Your baby can hear, but the uterine environment is so noisy that your baby is not going to hear what you read very well. C) If you read to your baby before she's born, she will be able to hear you but she won't have any memory of it after she's born. D) If you read to your baby before she's born, not only will she hear you, but after she is born she might recognize the rhythm of a story you read to her in utero. QuestionID: 03-1-46 Page-Reference: 68 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: D) If you read to your baby before she's born, not only will she hear you, but after she is born she might recognize the rhythm of a story you read to her in utero. 47. Emerson's mother ate a lot of dill pickles during her pregnancy, especially during the last month. Based on the studies discussed in the text, what is likely to happen as a result? A) Emerson will be very sick because of the salt intake. B) When Emerson is old enough to eat solids, there is a good chance that she will like dill pickles. C) When Emerson is old enough to eat solids, there is a good chance that she will hate dill pickles. D) Nothing will happen, the food consumed by a pregnant woman has no effect on the fetus. QuestionID: 03-1-47 Page-Reference: 68 Topic: From Conception to Birth Skill: Applied Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: B) When Emerson is old enough to eat solids, there is a good chance that she will like dill pickles.

48. Which of the following is NOT a general risk factor for prenatal development? A) nutrition B) ethnic background C) mother's age D) stress QuestionID: 03-1-48 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: B) ethnic background 49. Katrina is pregnant and wonders how much food she should eat. She should A) reduce her calorie consumption by 10 to 20 percent. B) consume the same number of calories as she did before she became pregnant. C) increase her calorie consumption by 10 to 20 percent. D) increase her calorie consumption by 100 percent. QuestionID: 03-1-49 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) increase her calorie consumption by 10 to 20 percent. 50. Aisha is of average height and weight. How much weight should she gain during pregnancy? A) 1 to 3 kilograms B) 5 to 8 kilograms C) 11 to 16 kilograms D) 25 to 35 kilograms QuestionID: 03-1-50 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) 11 to 16 kilograms

51. The weight of the baby makes up about ________ of the weight that a pregnant woman gains. A) one-quarter B) one-third C) one-half D) all QuestionID: 03-1-51 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) one-quarter 52. When pregnant women do not consume enough folic acid, they are likely to have babies born with A) rubella. B) low birth weight. C) cytomegalovirus. D) spina bifida. QuestionID: 03-1-52 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: D) spina bifida. 53. Which of the following pregnant women has an increased risk of having a child with spina bifida? A) Elizabeth, who is under a great deal of stress B) Elaine, who is a heavy drinker C) Eleanor, who has rubella D) Ellen, whose diet is low in folic acid QuestionID: 03-1-53 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: D) Ellen, whose diet is low in folic acid 54. Inadequate prenatal nourishment is associated with

A) damage to the nervous system. B) blindness. C) deafness. D) encephalitis. QuestionID: 03-1-54 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) damage to the nervous system. 55. Your friend Kemi is terribly concerned about getting fat during pregnancy so she has severely restricted her calorie intake. What would you tell her about eating during pregnancy? A) "You're right to keep your calorie intake low. It'll make losing weight after the baby's born much easier, and the baby won't be affected because she is going to get all the nourishment she needs from you anyway." B) "Keep restricting your calories! Research shows that mothers who eat low-calorie, low-fat diets during pregnancy have healthier, smarter babies." C) "You'd better start eating better. Inadequately nourished babies are likely to be born prematurely, are more vulnerable to illness, and may have damaged nervous systems." D) "Eat whatever you want and don't worry about getting fat. Ninety percent of the weight gained during pregnancy is the baby, the placenta, and the fluid in the amniotic sac. Just make sure you get plenty of calories and you'll have a healthy baby." QuestionID: 03-1-55 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) "You'd better start eating better. Inadequately nourished babies are likely to be born prematurely, are more vulnerable to illness, and may have damaged nervous systems." 56. Which of the following is TRUE of the relationship between maternal stress during pregnancy and outcomes for the baby? A) Maternal stress increases the flow of blood to the fetus. B) Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average. C) Stress does not seem to affect a pregnant woman's immune system. D) The effects of occasional, mild anxiety are the same as those associated with prolonged, extreme stress. QuestionID: 03-1-56

Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: B) Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average. 57. Stress during pregnancy A) is harmful even when it is relatively mild. B) increases the mother's resistance to illness during pregnancy. C) is associated with premature birth and low birthweight babies. D) does not appear to have any harmful effects on the developing child. QuestionID: 03-1-57 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) is associated with premature birth and low birthweight babies. 58. Raim is pregnant and has heard that maternal stress during pregnancy can be harmful to the unborn baby. She is generally calm and happy but becomes a little upset when her favourite basketball team loses and wonders if she should stop watching basketball until her baby is born. What should she do? A) Raim should either quit watching basketball or start rooting for a better team. Maternal stress at any level has been found to have harmful consequences on prenatal development. B) Raim should keep following her favourite team. Maternal stress has been found to have a positive, stimulating effect on an unborn child. C) As long as Raim doesn't get too upset and stressed when her team loses, she should keep watching basketball. Although excessive stress may harm prenatal development, mild anxiety is not thought to have any harmful consequences on prenatal development. D) Raim should do whatever she wants to do. Even high levels of stress do not appear to be related to prenatal development. QuestionID: 03-1-58 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) As long as Raim doesn't get too upset and stressed when her team loses, she should keep watching basketball. Although excessive stress may harm prenatal development, mild anxiety is not thought to have any

harmful consequences on prenatal development. 59. Maternal stress during pregnancy may affect prenatal development because when a pregnant woman experiences stress A) her immune system is weakened. B) oxygen flow to the fetus is increased. C) she is less likely to smoke and drink. D) she is more likely to consume high levels of folic acid. QuestionID: 03-1-59 Page-Reference: 71-72 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) her immune system is weakened. 60. As the Unama'ki Maternal Child Health program in Eskasoni, Nova Scotia stated: "Culture is Good Medicine." In Nova Scotia, the local Indigenous population, a large Mi'kmaq community, tended to have a ____________ percentage of teenaged mothers than the regional average. The Unama'ki Maternal Child Health Program produced a Health Bulletin to provide information on healthy pregnancy and proper care of infants, for example advising quitting smoking and promoting ____________. A) higher; exercise B) lower; careful use of alcohol C) higher; breastfeeding D) lower; reading QuestionID: 03-1-60 Page-Reference: 72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) higher; breastfeeding 61. Teenage mothers are A) more likely to have children who do less well in school and who have more behavioural problems. B) more likely to have babies with Down syndrome. C) less likely to have problems with pregnancy, labour, and delivery. D) are more likely to seek out prenatal care. QuestionID: 03-1-61 Page-Reference: 72-73 Topic: Influences on Prenatal Development

Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) more likely to have children who do less well in school and who have more behavioural problems. 62. Roxanne is a 16-year-old pregnant with her first child. Which of the following statements is true? A) If Roxanne gets adequate prenatal care, she is just as likely as a woman in her 20s to have a problemfree pregnancy and to give birth to a healthy child. B) If Roxanne gives birth to a healthy child, the child has no greater risk of later school or behavioural problems than a child born to a woman in her 20s. C) Roxanne is as likely as a woman in her 20s to seek out good prenatal care. D) Even with good prenatal care, Roxanne is less likely than a woman in her 20s to have a problem-free pregnancy and a healthy child. QuestionID: 03-1-62 Page-Reference: 72-73 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) If Roxanne gets adequate prenatal care, she is just as likely as a woman in her 20s to have a problem-free pregnancy and to give birth to a healthy child. 63. According to Jaffee (2003), teenage motherhood leads to harmful consequences through two distinct mechanisms. What are these two distinct mechanisms? A) social influence and nutrition B) social influence and social selection C) social selection and socioeconomic status D) social selection and social viability QuestionID: 03-1-63 Page-Reference: 73 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: B) social influence and social selection 64. The incidence of giving birth to a child with Down syndrome is highest for women in their A) teens. B) twenties. C) thirties. D) forties.

QuestionID: 03-1-64 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: D) forties. 65. What is true about mothers who give birth in their 40s? A) They are just as able as younger women to provide the sort of sensitive, responsive caregiving that promotes a child's development. B) They are less likely to give birth to babies with Down syndrome than mothers who give birth in their 20s. C) They are less likely to have miscarriages than mothers who give birth in their 20s. D) they are more likely to have babies with higher birth weights than mothers who give birth in their 20s. QuestionID: 03-1-65 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A) They are just as able as younger women to provide the sort of sensitive, responsive caregiving that promotes a child's development. 66. Who has the best chance of having a healthy baby? A) Silvia, who is 16 years old and under a great deal of stress because her pregnancy is unwanted and she's afraid to tell anyone about it. B) Juni, who is 26 years old and constantly dieting. C) Rebekah, who is 34 years old and gets regular checkups. D) Lin, who is 42 years old and eats right. QuestionID: 03-1-66 Page-Reference: 72-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: C) Rebekah, who is 34 years old and gets regular checkups. 67. Any agent that causes abnormal prenatal development is referred to as a(n) A) teratogen.

B) stress. C) anoxia. D) cytomegalovirus. QuestionID: 03-1-67 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) teratogen. 68. Women who took thalidomide during pregnancy gave birth to offspring with a high incidence of A) intellectual disabilities. B) deafness and blindness. C) deformed arms, legs, hands, or fingers. D) poor verbal and memory skills. QuestionID: 03-1-68 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: C) deformed arms, legs, hands, or fingers. 69. ________ during pregnancy is associated with an increased risk of having a baby with deformed arms, legs, hands, or fingers. A) Having AIDS B) Using marijuana C) Using cocaine D) Taking thalidomide QuestionID: 03-1-69 Page-Reference: 74-75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: D) Taking thalidomide 70. Gitte has AIDS and is pregnant. What are the potential consequences for her offspring? A) frequent infections, neurological disorders, and death

B) intellectual disability, damage to eyes, ears, and heart C) deafness, blindness, abnormally small head D) encephalitis, enlarged spleen, improper blood clotting QuestionID: 03-1-70 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) frequent infections, neurological disorders, and death 71. ________ can be transmitted from a pregnant woman to her baby as it passes through the birth canal. A) Genital herpes B) Rubella C) Syphilis D) Cytomegalovirus QuestionID: 03-1-71 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) Genital herpes 72. ________ can be transmitted from a pregnant woman to her baby both through the placenta and during passage through the birth canal. A) Genital herpes B) Cytomegalovirus C) Syphilis D) AIDS QuestionID: 03-1-72 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: D) AIDS 73. Ebba contracted rubella while she was pregnant; therefore, she is at risk of having a baby with A) developmental disabilities and damaged eyes, ears, and heart.

B) damage to the central nervous system, teeth, and bones. C) an abnormally small head. D) frequent infections and neurological disorders. QuestionID: 03-1-73 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) developmental disabilities and damaged eyes, ears, and heart. 74. Cytomegalovirus A) is a genetic disorder. B) can result in an abnormally small head. C) is associated with deformed arms, legs, hands, or fingers. D) is likely to result in encephalitis. QuestionID: 03-1-74 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) can result in an abnormally small head. 75. Children with fetal alcohol syndrome (FAS) A) are usually born prematurely. B) may have neural impairments. C) usually have normal levels of intelligence. D) have deformed limbs. QuestionID: 03-1-75 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) may have neural impairments. 76. The best policy for pregnant women to follow concerning alcohol is to A) not drink at all. B) drink lightly.

C) drink moderately. D) drink heavily. QuestionID: 03-1-76 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) not drink at all. 77. Pauline drank heavily during her pregnancy. She has an increased risk of having a child A) with impaired cognitive skills. B) with Down syndrome. C) with deformed limbs. D) who is irritable. QuestionID: 03-1-77 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) with impaired cognitive skills. 78. Women who smoke marijuana while pregnant have an increased risk of having a(n): A) irritable baby. B) low birthweight baby with poor motor control. C) baby with facial deformities and delayed growth. D) baby with an intellectual disability. QuestionID: 03-1-78 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) low birthweight baby with poor motor control. 79. Caroline is pregnant and has decided that she will keep smoking. What might happen as a result? A) Her baby will be bigger than average at birth. B) As her child grows older, they may show signs of impaired attention, language, and cognitive skills, along with behavioural problems.

C) Her child will be fine as cigarette smoking during pregnancy has been shown to be safe. D) She will be less likely to miscarry. QuestionID: 03-1-79 Page-Reference: 76-78 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) As her child grows older, they may show signs of impaired attention, language, and cognitive skills, along with behavioural problems. 80. According to your textbook, FAS (fetal alcohol syndrome) is the leading cause of developmental disabilities in North America. Approximately ____ in every 1000 Canadian newborns suffer from FAS, and the percentage is disproportionately high in some communities. Among some Indigenous communities, incidence of FAS can be as high as ___ percent. A) 4; 15 B) 9; 10 C) 27; 3 D) 10; 11 QuestionID: 03-1-80 Page-Reference: 77 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) 9; 10 81. In Canada, access to safe ___________ can be a problem, particularly for First Nations communities. A) sexual practices B) drinking water C) reading materials D) financial investing QuestionID: 03-1-81 Page-Reference: 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: B) drinking water

82. Exposure to lead, mercury, or X-rays during pregnancy is associated with an increased risk of A) developmental disabilities. B) premature birth. C) facial deformities. D) poor motor control. QuestionID: 03-1-82 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) developmental disabilities. 83. Maternal exposure to PCBs during pregnancy is associated with A) hyperactivity. B) deafness. C) delayed growth. D) below average verbal and memory abilities. QuestionID: 03-1-83 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: D) below average verbal and memory abilities. 84. Prenatal exposure to X-rays is associated with A) leukemia. B) cerebral palsy. C) deformed limbs. D) blindness. QuestionID: 03-1-84 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A) leukemia. 85. Cell phone usage during pregnancy

A) causes developmental disabilities in the developing child. B) slows growth in the developing child. C) is associated with an increased risk of cancer in offspring. D) does not appear to cause any birth defects, although few scientific studies have been done. QuestionID: 03-1-85 Page-Reference: 78-80 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: D) does not appear to cause any birth defects, although few scientific studies have been done. 86. The general principle that the impact of a teratogen depends upon the genotype of the organism is best illustrated by A) rubella being more likely to cause birth defects during some times of pregnancy than during others. B) thalidomide during pregnancy causing deformed limbs but not low birth weight while the use of marijuana during pregnancy is associated with low birth weight but not deformed limbs. C) the effects of eating PCB-contaminated fish while pregnant not being obvious when a child is born, but appearing later in the child's life. D) two women who both drank heavily during pregnancy with one of them giving birth to a child with fetal alcohol syndrome and the other giving birth to a normal, healthy child. QuestionID: 03-1-86 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: D) two women who both drank heavily during pregnancy with one of them giving birth to a child with fetal alcohol syndrome and the other giving birth to a normal, healthy child. 87. Which of the following statements is TRUE of the influence of teratogens on prenatal development? A) If a teratogen in harmful to one species of mammals it will be harmful to all species of mammals. B) Teratogens have widespread, not specific, effects on prenatal development. C) The timing of exposure to a teratogen is important. D) Damage from teratogens is always evident at birth. QuestionID: 03-1-87 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: C) The timing of exposure to a teratogen is important. 88. Exposure to teratogens during the period of the zygote usually results in A) major defects in bodily structure. B) minor defects in bodily structure. C) improperly functioning body systems. D) miscarriage. QuestionID: 03-1-88 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: D) miscarriage. 89. Exposure to teratogens during ________ is most likely to produce major defects in bodily structure. A) conception B) the period of the fetus C) the period of the zygote D) the period of the embryo QuestionID: 03-1-89 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: D) the period of the embryo 90. During ________, exposure to teratogens is most often associated with minor defects in bodily structure or improperly functioning body systems. A) conception B) the period of the embryo C) the period of the fetus D) the period of the zygote QuestionID: 03-1-90 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child?

Answer: C) the period of the fetus 91. Which of the following is TRUE about how teratogens usually work? A) The impact of a teratogen is the same for all organisms. B) The impact of a teratogen stays the same over the course of prenatal development. C) Damage from teratogens is always evident at birth. D) Each teratogen affects a specific aspect of prenatal development. QuestionID: 03-1-91 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: D) Each teratogen affects a specific aspect of prenatal development. 92. Your friend Aroofa, who is four months pregnant, shows you a picture of her unborn child. You say to her, "I see you must have had A) amniocentesis." B) chorionic villus sampling." C) fetal surgery." D) an ultrasound." QuestionID: 03-1-92 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: D) an ultrasound." 93. If a doctor is trying to determine the presence of multiple fetuses, which procedure would MOST likely be used? A) amniocentesis B) ultrasound C) chorionic villus sampling D) fetal surgery QuestionID: 03-1-93 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be

corrected? Answer: B) ultrasound 94. What is one of the possible negative consequences of using ultrasound to determine a child's sex? A) In some countries, ultrasounds are being misused for sex-selection of children. B) Ultrasounds determining sex can be dangerous to the unborn child as they use stronger waves than other ultrasounds. C) Knowing a child's sex before birth can lead to negative outcomes for the birth mother. D) There aren't any negative consequences of using ultrasound to determine a child's sex. QuestionID: 03-1-94 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: A) In some countries, ultrasounds are being misused for sex-selection of children. 95. There are now forms of DNA testing referred to as ________________, which allow prenatal diagnostic tests for chromosomal abnormalities. A) noninvasive prenatal testing (NIPT) B) syto testing (ST) C) chorionic villus sampling (CVS) D) amniocentesis (A) QuestionID: 03-1-95 Page-Reference: 84 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: A) noninvasive prenatal testing (NIPT) 96. Amniocentesis is most likely to be used to A) check for gross physical deformities. B) detect multiple pregnancies. C) detect genetic disorders. D) perform corrective surgery. QuestionID: 03-1-96 Page-Reference: 84-85 Topic: Influences on Prenatal Development Skill: Conceptual

Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: C) detect genetic disorders. 97. Melody is eight weeks pregnant and wants to find out as soon as possible whether her unborn baby has any genetic disorders. Which prenatal diagnostic technique would be most appropriate to use? A) amniocentesis B) ultrasound C) fetal surgery D) chorionic villus sampling QuestionID: 03-1-97 Page-Reference: 84-85 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: D) chorionic villus sampling 98. Fetal surgery A) has been occurring for years and is used all of the time to correct issues in utero. B) is never done as it poses too much risk. C) is still highly experimental and therefore only considered as a last resort. D) is illegal in Canada. QuestionID: 03-1-98 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: C) is still highly experimental and therefore only considered as a last resort. 99. Genetic engineering involves A) a sample of tissue being obtained from the placenta to screen for genetic disorders. B) a sample of fetal cells being obtained from the amniotic fluid to screen for genetic disorders. C) sound waves being used to generate an image of the fetus to screen for physical deformities D) replacing defective genes with synthetic normal genes QuestionID: 03-1-99 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual

Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: D) replacing defective genes with synthetic normal genes 100. During labour, the: A) third stage lasts the longest amount of time. B) opening of the cervix gets larger. C) third stage is when the baby is born. D) second stage of labour is most painful. QuestionID: 03-1-100 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: B) opening of the cervix gets larger. 101. For the birth of a first child, the first stage of labour usually lasts A) one to two hours. B) three to eight hours. C) 12 to 24 hours. D) 48 hours. QuestionID: 03-1-101 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: C) 12 to 24 hours. 102. Which is the longest stage of labour? A) the first stage B) the second stage C) the third stage D) all three stages last about the same length of time QuestionID: 03-1-102 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A) the first stage

103. At the end of the first stage of labour, the cervix is dilated A) one centimeter. B) five centimeters. C) seven to eight centimeters. D) 10 centimeters. QuestionID: 03-1-103 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: D) 10 centimeters. 104. Nastia is having strong, regular contractions and her cervix is dilated to eight centimeters. She is in the ________ stage of labour. A) first B) second C) third D) fourth QuestionID: 03-1-104 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: A) first 105. Marla is getting ready to give birth to her second child and wonders how this labour will compare to the labour she went through when having her first child. If Marla is typical, her labour will be A) more painful. B) more irregular. C) shorter. D) longer. QuestionID: 03-1-105 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: C) shorter. 106. The transition phase is part of the ________ stage of labour.

A) first B) second C) third D) fourth QuestionID: 03-1-106 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A) first 107. Lin's cervix is fully dilated. She is just beginning the ________ stage of labour. A) first B) second C) third D) fourth QuestionID: 03-1-107 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: B) second 108. Nina is in labour and feels a strong urge to push her baby out. Which stage of labour is she in? A) first B) second C) third D) fourth QuestionID: 03-1-108 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: B) second 109. When the top of the baby's head appears during childbirth it is called A) crowning. B) placenta previa. C) a breech presentation. D) the transition phase.

QuestionID: 03-1-109 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A) crowning. 110. Being born feet first is known as A) anoxia. B) crowning. C) dilation. D) breech presentation. QuestionID: 03-1-110 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery? Answer: D) breech presentation. 111. While giving birth, Jutta is informed that her baby is in a breech presentation. What does that mean? A) Jutta's baby is presenting in a feet-first or buttocks-first position. B) Jutta's baby is lying in a sideways position across the cervix. C) Jutta's baby is presenting in a head-first position. D) Jutta's baby is presenting in an arms-first position. QuestionID: 03-1-111 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: A) Jutta's baby is presenting in a feet-first or buttocks-first position. 112. During childbirth, the baby emerges from the mother's body at the end of the ________ stage of labour. A) first B) second C) third D) fourth QuestionID: 03-1-112

Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: B) second 113. During the third stage of labour, the A) baby emerges from the mother's body. B) muscles of the uterus start to contract. C) mother experiences the most painful part of labour. D) placenta is expelled from the uterus. QuestionID: 03-1-113 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: D) placenta is expelled from the uterus. 114. The ________ stage of labour usually lasts 10 to 15 minutes. A) first B) second C) third D) fourth QuestionID: 03-1-114 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: C) third 115. Anesthesia that is used during childbirth A) does not cross the placental barrier. B) does not influence the mother's ability to push the baby through the birth canal. C) is likely to result in a baby who is more sociable after birth. D) is likely to result in a baby who is withdrawn or irritable for days or weeks after birth. QuestionID: 03-1-115 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe?

Answer: D) is likely to result in a baby who is withdrawn or irritable for days or weeks after birth. 116. Prepared childbirth classes emphasize A) the use of visual imagery to increase relaxation. B) the use of drugs for pain control. C) that women should go through labour alone. D) that home births are best. QuestionID: 03-1-116 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: A) the use of visual imagery to increase relaxation. 117. Compared to women who gave birth in the 1950s, women who give birth today are less likely to A) use general anesthesia. B) use deep-breathing techniques. C) use visual imagery. D) have a labour "coach." QuestionID: 03-1-117 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: A) use general anesthesia. 118. Bea attended childbirth preparation classes. Ruby did not. Which of the following statements concerning Bea's and Ruby's experiences during childbirth is most likely to be true? A) Bea is unlikely to use any medication, but Ruby is likely to use medication. B) Bea is likely to use less medication than Ruby. C) Ruby is likely to use less medication than Bea. D) Ruby and Bea are equally likely to use medication. QuestionID: 03-1-118 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: B) Bea is likely to use less medication than Ruby.

119. Home births A) usually involve the presence of a doctor. B) are more expensive than hospital births. C) make women feel as if they have less control over labour and delivery. D) often involve the presence of a midwife. QuestionID: 03-1-119 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: D) often involve the presence of a midwife. 120. Women who give birth at home A) are more common in North America than in Europe. B) usually do so without having any health care professionals present. C) usually have greater control over labour and birth than they do in a hospital. D) are less relaxed during labour than they are if they give birth in a hospital. QuestionID: 03-1-120 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: C) usually have greater control over labour and birth than they do in a hospital. 121. Lara is with Vendela during her labour. Lara is very familiar with childbirth but is not part of the medical staff. She provides emotional and physical support throughout labour and delivery and also acts as an advocate for Vendela and her baby. Lara is likely a A) doula. B) nurse. C) student in medical school. D) volunteer. QuestionID: 03-1-121 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: A) doula. 122. The Canadian government is collaborating with Indigenous populations regarding adding __________ to publicly funded services.

A) cultural celebrations B) support for breastfeeding babies C) money for maternity clothing D) midwifery QuestionID: 03-1-122 Page-Reference: 89 Topic: Happy Birthday! Skill: Applied?? Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: D) midwifery 123. Nicole gave birth recently and now frequently feels irritable and apathetic, has feelings of low selfworth, and doesn't sleep or eat very well. Nicole is showing signs of A) hypoxia. B) a prolapsed umbilical cord. C) preeclampsia. D) postpartum depression. QuestionID: 03-1-123 Page-Reference: 90 Topic: Happy Birthday! Skill: Applied Objective: 3.3.3. What are the effects of postpartum depression? Answer: D) postpartum depression. 124. New mothers who experience postpartum depression A) seem to have normal levels of hormones during pregnancy. B) are more likely to have had an unplanned pregnancy. C) have other adults around them who are supportive. D) respond as warmly and enthusiastically to their babies as non-depressed mothers. QuestionID: 03-1-124 Page-Reference: 90 Topic: Happy Birthday! Skill: Factual Objective: 3.3.3. What are the effects of postpartum depression? Answer: B) are more likely to have had an unplanned pregnancy. 125. Postpartum depression is more likely in women who A) were depressed before pregnancy. B) wanted to become pregnant. C) have the support of other adults after the baby is born.

D) have particularly low levels of hormones in the later phases of pregnancy. QuestionID: 03-1-125 Page-Reference: 90 Topic: Happy Birthday! Skill: Factual Objective: 3.3.3. What are the effects of postpartum depression? Answer: A) were depressed before pregnancy. 126. Hypoxia refers to A) not receiving adequate oxygen. B) not receiving adequate nutrition. C) receiving excessive amounts of oxygen. D) excessive bleeding. QuestionID: 03-1-126 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth? Answer: A) not receiving adequate oxygen. 127. Hypoxia is likely to lead to A) respiratory problems such as asthma. B) blindness. C) developmental disabilities and death. D) hyperactivity. QuestionID: 03-1-127 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: C) developmental disabilities and death. 128. Kafayat is pregnant and has high blood pressure, protein in her urine, and swollen ankles. Kafayat appears to have A) preeclampsia. B) a prolapsed umbilical cord. C) cephalopelvic disproportion. D) a baby lying in an irregular position. QuestionID: 03-1-128

Page-Reference: 91-94 Topic: Happy Birthday! Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth? Answer: A) preeclampsia. 129. A prolapsed umbilical cord A) occurs when the cord precedes the baby through the birth canal and is compressed. B) makes it impossible for the baby to pass through the birth canal. C) is referred to as breech position. D) can cause the baby to receive an excessive amount of oxygen. QuestionID: 03-1-129 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth? Answer: A) occurs when the cord precedes the baby through the birth canal and is compressed. 130. Cesarean sections A) should not be performed when a fetus is in distress. B) are less risky than vaginal deliveries for mothers. C) pose little risk for babies. D) can interfere with later mother-baby interactions. QuestionID: 03-1-130 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: C) pose little risk for babies. 131. Will was born 35 weeks after conception. Will was a A) premature infant. B) small-for-date infant. C) full-term infant. D) postmature infant. QuestionID: 03-1-131 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth?

Answer: A) premature infant. 132. Premature infants A) continue to lag behind their peers into late childhood. B) are born less than 37 weeks after conception. C) are small-for-date infants. D) do not have much of a chance of survival. QuestionID: 03-1-132 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: B) are born less than 37 weeks after conception. 133. Jason was born prematurely. Which of the following statements about Jason's development is most likely to be true? A) Jason's developmental prognosis is worse than that of small-for-date babies. B) Jason's development is likely to be slower than normal for his first year of life, but normal by the time he is two to three years of age. C) Jason's development is likely to be slower than normal throughout childhood. D) Jason's development is likely to be no different from that of full-term babies from birth on through childhood. QuestionID: 03-1-133 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth? Answer: B) Jason's development is likely to be slower than normal for his first year of life, but normal by the time he is two to three years of age. 134. Tindra weighed much less at birth than expected for the length of time since her conception. Tindra was a(n) ________ baby. A) premature B) full-term C) small-for-date D) anoxia QuestionID: 03-1-134 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Applied

Objective: 3.3.4. What are some complications that can occur during birth? Answer: C) small-for-date 135. Small-for-date infants A) often have mothers who smoke or drank during pregnancy. B) typically have few developmental complications. C) are less common in the United States than in other industrialized countries. D) tend to be developmentally delayed even when they have optimal environments after birth. QuestionID: 03-1-135 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: A) often have mothers who smoke or drank during pregnancy. 136. Kyoung Lae has his shirt off and is holding his prematurely born infant (who is wearing nothing but her diaper) against his chest. What type of care is Kyoung Lae engaging in? A) Tactile stimulation B) Apgar care C) Doula care D) Kangaroo care QuestionID: 03-1-136 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Applied Objective: 3.3.4. What are some complications that can occur during birth? Answer: D) Kangaroo care 137. Studies of at-risk infants suggest that A) at-risk infants will have unstable family environments. B) an unstable environment does not affect the development of at-risk infants. C) regardless of the environment, at-risk infants are likely to lag behind infants not at risk. D) with a stable, supportive environment at-risk infants often develop normally during childhood. QuestionID: 03-1-137 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth? Answer: D) with a stable, supportive environment at-risk infants often develop normally during childhood.

138. Low birth weight A) is not related to infant mortality. B) is more likely to occur in the United States than other industrialized nations (e.g., Canada). C) cannot be prevented by good prenatal care. D) has no long-term consequences for development. QuestionID: 03-1-138 Page-Reference: 91-94 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: B) is more likely to occur in the United States than other industrialized nations (e.g., Canada). 139. Olivia was told that her newborn daughter had an Apgar score of 8. She should be A) mourning, because her daughter did not survive birth. B) extremely concerned, because her daughter is in a life-threatening state and requires emergency medical care. C) worried, because her daughter needs special attention and care. D) happy, because her daughter is in good physical condition. QuestionID: 03-1-139 Page-Reference: 95-96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: D) happy, because her daughter is in good physical condition. 140. An Apgar score of ________ indicates a life-threatening situation that requires emergency care. A) 3 or less B) 4 to 6 C) 7 to 10 D) 11 to 14 QuestionID: 03-1-140 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: A) 3 or less 141. ________ provides a quick, approximate assessment of a newborn's status by looking at five vital signs.

A) The Neonatal Behavioural Assessment Scale B) The Babinski C) Chorionic villus sampling D) The Apgar Scale QuestionID: 03-1-141 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: D) The Apgar Scale 142. The Apgar Scale measures a newborn's ________, among other things. A) skin tone. B) hearing. C) vision. D) intelligence. QuestionID: 03-1-142 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: A) skin tone. 143. Ravi's newborn son underwent a comprehensive evaluation that included tests of reflexes, hearing, vision, alertness, irritability, and consolability. Ravi's son was most likely given A) the Apgar Scale. B) chorionic villus sampling. C) the Neonatal Behavioural Assessment Scale. D) the Stanford-Binet. QuestionID: 03-1-143 Page-Reference: 96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: C) the Neonatal Behavioural Assessment Scale. 144. The Neonatal Behavioural Assessment Scale measures ________, among other things. A) muscle tone. B) reflexes. C) skin tone.

D) social behaviour. QuestionID: 03-1-144 Page-Reference: 96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: D) social behaviour. 145. Newborn reflexes A) are uncommon. B) are learned. C) are involuntary motor responses to stimuli. D) do not have any major significance. QuestionID: 03-1-145 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: C) are involuntary motor responses to stimuli. 146. When a newborn's foot is stroked from heel to toe, the infant will fan its toes. This is known as the A) Moro reflex. B) Babinski reflex. C) palmar reflex. D) rooting reflex. QuestionID: 03-1-146 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: B) Babinski reflex. 147. The Moro reflex A) may help a baby cling to its mother. B) helps a baby find the mother's nipple. C) is a precursor to voluntary grasping. D) permits feeding. QuestionID: 03-1-147 Page-Reference: 96-97

Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: A) may help a baby cling to its mother. 148. Sarah has noticed that whenever she touches her baby son's cheek, he turns his head and opens his mouth. Sarah has triggered the A) sucking reflex. B) Moro reflex. C) Babinski reflex. D) rooting reflex. QuestionID: 03-1-148 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: D) rooting reflex. 149. When Grant puts a small rattle in his newborn daughter's hand, she grasps it tightly. Grant's daughter is displaying the A) palmar reflex. B) Moro reflex. C) Babinski reflex. D) rooting reflex. QuestionID: 03-1-149 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: A) palmar reflex. 150. Reflexes A) are not important to the newborn's survival. B) do not protect the infant from danger in the environment. C) indicate whether or not the newborn's nervous system is working properly. D) are not related to later motor behaviour. QuestionID: 03-1-150 Page-Reference: 96-97 Topic: The Newborn Skill: Applied

Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: C) indicate whether or not the newborn's nervous system is working properly. 151. Mei's newborn daughter shows few reflexive behaviours and those she does have are weak. Mei should be A) concerned and take her daughter for a thorough physical and behavioural assessment. B) congratulated for having a developmentally advanced infant daughter. C) happy that she has a perfectly normal daughter. D) a little more observant. All infants have many reflexive behaviours. QuestionID: 03-1-151 Page-Reference: 96-97 Topic: The Newborn Skill: Applied Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: A) concerned and take her daughter for a thorough physical and behavioural assessment. 152. A newborn who is calm and attentive with open eyes is in the state of A) crying. B) waking activity. C) alert inactivity. D) sleeping. QuestionID: 03-1-152 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) alert inactivity. 153. Newborn Kwami is in a state of waking activity. You would expect him to A) be crying. B) be sleeping. C) have open, unfocused eyes. D) have open, attentive eyes. QuestionID: 03-1-153 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) have open, unfocused eyes.

154. How much time do most newborns spend crying each day? A) 30 minutes B) 1 hour C) two to three hours D) four to five hours QuestionID: 03-1-154 Page-Reference: 97-98 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) two to three hours 155. Newborn Juan started crying softly, then gradually cried a little harder. Juan is showing a(n) A) pain cry. B) mad cry. C) basic cry. D) abnormal cry. QuestionID: 03-1-155 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) basic cry. 156. A cry that begins suddenly with a long burst of crying followed by a long pause and gasping is known as the A) basic cry. B) mad cry. C) pain cry. D) hunger cry. QuestionID: 03-1-156 Page-Reference: 97-98 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) pain cry. 157. A newborn's pain cry A) begins softly, then gradually becomes more intense.

B) begins with a sudden, long burst of crying, followed by a long pause and gasping. C) is a more intense version of a basic cry. D) is indistinguishable from a hunger cry. QuestionID: 03-1-157 Page-Reference: 97-98 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: B) begins with a sudden, long burst of crying, followed by a long pause and gasping. 158. Newborns spend the most time in which state? A) alert inactivity B) waking activity C) crying D) sleeping QuestionID: 03-1-158 Page-Reference: 98-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: D) sleeping 159. If Carlie is a typical newborn, she will sleep ________ hours a day. A) eight to 10 B) 12 to 14 C) 16 to 18 D) 20 to 22 QuestionID: 03-1-159 Page-Reference: 98-99 Topic: The Newborn Skill: Applied Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) 16 to 18 160. Rapid-eye movement (REM) sleep A) becomes more frequent as infants grow older. B) may stimulate the brain and foster growth of the nervous system. C) makes up 90 percent of newborns' sleep. D) involves steady heart rate, breathing, and brain activity.

QuestionID: 03-1-160 Page-Reference: 98-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: B) may stimulate the brain and foster growth of the nervous system. 161. Infant mortality rates generally are higher among Indigenous populations, and, compared to nonIndigenous populations, SUID rates are more than ___________ times the Canadian national average. This issue is not restricted to Canada—it appears that rates of SUIDs for Indigenous populations worldwide are higher than those for the non-Indigenous populations. A) 4 B) 29 C) 7 D) 12 QuestionID: 03-1-161 Page-Reference: 99 Topic: The Newborn Skill: Applied?? Objective: 3.4.3. What behavioural states are observable in newborns? Answer: C) 7 162. Babies are more likely to die from Sudden Infant Death Syndrome A) if their parents do not smoke. B) if they are exposed to smoke, they were premature, or had low birth weights. C) in the summer months. D) while sleeping on their backs. QuestionID: 03-1-162 Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: B) if they are exposed to smoke, they were premature, or had low birth weights. 163. Sudden Infant Death Syndrome (SIDS) is more likely to occur when A) an infant is 12 months or older. B) the parents smoke. C) babies are not kept sufficiently warm at night. D) infants sleep on their backs. QuestionID: 03-1-163

Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: B) the parents smoke. Chapter 03 True-False Questions 1. Prenatal development takes an average of 35 weeks. a True b False QuestionID: 03-2-01 Page-Reference: 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: b. False 2. The period of the zygote is the longest period of prenatal development. a True b False QuestionID: 03-2-02 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: b. False 3. The period of the zygote ends when the zygote implants in the lining of the wall of the uterus. a True b False QuestionID: 03-2-03 Page-Reference: 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: a. True 4. Dizygotic twins result when the zygote separates into two clusters of cells.

a True b False QuestionID: 03-2-04 Page-Reference: 63 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: b. False 5. Implantation takes about a week to complete. a True b False QuestionID: 03-2-05 Page-Reference: 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: a. True 6. After about four days after conception, the zygote comprises about 100 cells, resembles a hollow ball, and is called a blastocyst. a True b False QuestionID: 03-2-06 Page-Reference: 64 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: a. True 7. Cell specialization begins in the period of the fetus. a True b False QuestionID: 03-2-07 Page-Reference: 64-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?

Answer: b. False 8. Once the blastocyst is completely embedded in the uterine wall, it is called a zygote. a True b False QuestionID: 03-2-08 Page-Reference: 64 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: b. False 9. The mesoderm forms the digestive system and the lungs. a True b False QuestionID: 03-2-09 Page-Reference: 65 Topic: From Conception to Birth Skill: Conceptual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: b. False 10. By the end of the period of the embryo, most bodily organs are in place, in some form. a True b False QuestionID: 03-2-10 Page-Reference: 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: a. True 11. The amniotic sac houses blood vessels that join the embryo to the placenta. a True b False QuestionID: 03-2-11 Page-Reference: 66 Topic: From Conception to Birth Skill: Factual

Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: b. False 12. During the period of the fetus, the brain has distinct structures and has begun to regulate body functions. a True b False QuestionID: 03-2-12 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: a. True 13. Research has shown that greater heart rate variability may be a sign that the nervous system is responding efficiently to environmental change. a True b False QuestionID: 03-2-13 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: a. True 14. The age of viability refers to the age range during which most systems function well enough that a fetus born at this time has a chance to survive. a True b False QuestionID: 03-2-14 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: a. True 15. Premature babies often have difficulty regulating their body temperature. a True b False

QuestionID: 03-2-15 Page-Reference: 67 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: a. True 16. There is no evidence that babies can recognize sounds that they hear during prenatal development. a True b False QuestionID: 03-2-16 Page-Reference: 68 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: b. False 17. Scientists have identified five general risk factors that can have widespread effects on prenatal development. a True b False QuestionID: 03-2-17 Page-Reference: 70 Topic: From Conception to Birth Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: b. False 18. Pregnant women should double their caloric intake because they are eating for two. a True b False QuestionID: 03-2-18 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age?

Answer: b. False 19. The majority of the weight that a woman gains during pregnancy is the weight of the baby. a True b False QuestionID: 03-2-19 Page-Reference: 70 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: b. False 20. Low levels of folic acid during pregnancy can result in a baby born with spina bifida. a True b False QuestionID: 03-2-20 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: a. True 21. Very little brain growth occurs during the last few months of pregnancy, so good nutrition during this time is not important. a True b False QuestionID: 03-2-21 Page-Reference: 70-71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: b. False 22. When pregnant females are exposed to constant stress, they give birth to offspring that are smaller than average and more likely to have other physical and behavioural problems. a True b False

QuestionID: 03-2-22 Page-Reference: 71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: a. True 23. Even occasional, mild anxiety has negative effects on the developing child. a True b False QuestionID: 03-2-23 Page-Reference: 71 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: b. False 24. Because pregnant teenagers are more likely to be economically disadvantaged and not receive good prenatal care, children of teenage mothers generally do less well in school and are more likely to have behavioural problems. a True b False QuestionID: 03-2-24 Page-Reference: 72 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: a. True 25. In Nova Scotia, the local Indigenous population, a large Mi'kmaq community, tended to have a higher percentage of teenaged mothers than the regional average. a True b False QuestionID: 03-2-25 Page-Reference: 72 Topic: Influences on Prenatal Development

Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: a. True 26. Women in their 40s are more likely to give birth to babies with Down syndrome. a True b False QuestionID: 03-2-26 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: a. True 27. A teratogen is an agent that causes abnormal prenatal development. a True b False QuestionID: 03-2-27 Page-Reference: 74 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 28. Rubella, syphilis, and cytomegalovirus cross the placenta to attack the fetus or embryo. a True b False QuestionID: 03-2-28 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 29. Babies may be infected with genital herpes as they pass through the birth canal.

a True b False QuestionID: 03-2-29 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 30. Zika infection often results in microcephaly—an abnormally small torso. a True b False QuestionID: 03-2-30 Page-Reference: 75 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: b. False 31. Smoking cigarettes while pregnant may lead to possible cognitive impairments, among other negative consequences. a True b False QuestionID: 03-2-31 Page-Reference: 76 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 32. Fetal alcohol spectrum disorder is the third leading cause of developmental disabilities in North America. a True b False QuestionID: 03-2-32 Page-Reference: 77

Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: b. False 33. James Reynolds and colleagues at Queen's University in Ontario have discovered that eye movements can be used to distinguish children suffering from FASD. They developed a test that tracks eye movements; children with FASD show a specific pattern of eye movement not found in other conditions. a True b False QuestionID: 03-2-33 Page-Reference: 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 34. In Canada, access to safe drinking water can be a problem, particularly for First Nations communities, where "boil water" advisories can be in place for many months at a time. a True b False QuestionID: 03-2-34 Page-Reference: 78 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: a. True 35. Higher levels of prenatal exposure to PCBs are associated with lower verbal and memory skills. a True b False QuestionID: 03-2-35 Page-Reference: 78-82 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?, 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the

continuing development of the child? Answer: a. True 36. Teratogens may be harmful to one species but not another. a True b False QuestionID: 03-2-36 Page-Reference: 80-81 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: a. True 37. The timing of exposure to a teratogen is not important. a True b False QuestionID: 03-2-37 Page-Reference: 81 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: b. False 38. Teratogens usually affect a wide range of body systems. a True b False QuestionID: 03-2-38 Page-Reference: 82 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: b. False 39. Women whose mothers took DES while pregnant are more likely to develop cancer of the vagina and have difficulty becoming pregnant themselves. a True

b False QuestionID: 03-2-39 Page-Reference: 82 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: a. True 40. Results from chorionic villus sampling can be obtained earlier than results from amniocentesis. a True b False QuestionID: 03-2-40 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: a. True 41. Ultrasound is a procedure that uses sound waves to generate a picture of the fetus. a True b False QuestionID: 03-2-41 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: a. True 42. Miscarriages are slightly more likely after amniocentesis or chorionic villus sampling. a True b False QuestionID: 03-2-42 Page-Reference: 83-85 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be

corrected? Answer: a. True 43. NIPT stands for non-internal postnatal testing. a True b False QuestionID: 03-2-43 Page-Reference: 84 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: b. False 44. Fetal surgery involves removing a fetus from the uterus to perform surgery. a True b False QuestionID: 03-2-44 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: a. True 45. Genetic engineering involves replacing defective genes with synthetic normal genes. a True b False QuestionID: 03-2-45 Page-Reference: 85-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: a. True 46. Labour begins with contractions of the muscles of the uterus. a True b False

QuestionID: 03-2-46 Page-Reference: 86-87 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: a. True 47. The transition phase of Stage 1 of labour is the most painful part of labour. a True b False QuestionID: 03-2-47 Page-Reference: 86-87 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery? Answer: a. True 48. The second stage of labour is the longest stage. a True b False QuestionID: 03-2-48 Page-Reference: 86-87 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: b. False 49. Breech presentation is when a baby comes out head first. a True b False QuestionID: 03-2-49 Page-Reference: 86-87 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: b. False 50. The baby is born during the final stage of labour.

a True b False QuestionID: 03-2-50 Page-Reference: 86-87 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: b. False 51. Babies whose mothers receive large doses of pain medication during labour may be withdrawn or irritable for days or weeks after birth. a True b False QuestionID: 03-2-51 Page-Reference: 88 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: a. True 52. A disadvantage of home birth (compared to hospital birth) is that women tend to find it more stressful. a True b False QuestionID: 03-2-52 Page-Reference: 89 Topic: Happy Birthday! Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: b. False 53. Indigenous languages use words such as "watch" or "care" in terms referring to midwives. Among the Nuu-chah-nulth (a people of British Columbia), the term for midwife translates as "she who can do everything." a True b False QuestionID: 03-2-53 Page-Reference: 89 Topic: Happy Birthday!

Skill: Factual Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: b. False 54. Most new mothers suffer from postpartum depression. a True b False QuestionID: 03-2-54 Page-Reference: 90 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.3. What are the effects of postpartum depression? Answer: b. False 55. Women are more likely to suffer postpartum depression if they already are coping with other life stresses. a True b False QuestionID: 03-2-55 Page-Reference: 90 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.3. What are the effects of postpartum depression? Answer: a. True 56. Hypoxia can lead to developmental disabilities or death. a True b False QuestionID: 03-2-56 Page-Reference: 91 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: a. True 57. Being a premature infant is more serious than being a small-for-date infant. a True b False

QuestionID: 03-2-57 Page-Reference: 92 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.4. What are some complications that can occur during birth? Answer: b. False 58. Kangaroo care (which involves infants who are dressed only in a diaper being held against an adult's bare chest in a sling or blanket) is no longer allowed to be used in Canadian neonatal units. a True b False QuestionID: 03-2-58 Page-Reference: 93 Topic: Happy Birthday! Skill: Factual Objective: 3.3.4. What are some complications that can occur during birth? Answer: b. False 59. The Apgar scale assesses breathing, heart rate, muscle tone, reflexes, and skin tone. a True b False QuestionID: 03-2-59 Page-Reference: 95-96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: a. True 60. The Neonatal Behavioral Assessment Scale (NBAS) is used with newborns to two-month-olds to provide a detailed portrait of the baby's behavioural repertoire. It includes 28 behavioural items, along with 18 items that test reflexes. a True b False QuestionID: 03-2-60 Page-Reference: 96 Topic: The Newborn Skill: Factual Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: a. True

61. The rooting and sucking reflexes are not necessary for survival. a True b False QuestionID: 03-2-61 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: b. False 62. Some reflexes such as the stepping reflex serve as foundations for later motor activity. a True b False QuestionID: 03-2-62 Page-Reference: 96-97 Topic: The Newborn Skill: Conceptual Objective: 3.4.2. How do reflexes help newborns interact with the world? Answer: a. True 63. Newborns sleep in a block of 16-18 hours daily. a True b False QuestionID: 03-2-63 Page-Reference: 112 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: b. False 64. Most babies don't sleep through the night until they are nine months old. a True b False QuestionID: 03-2-64 Page-Reference: 97-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns?

Answer: b. False 65. Newborns spend more time in REM sleep than older infants. a True b False QuestionID: 03-2-65 Page-Reference: 97-99 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: a. True 66. Some scientists believe that REM may stimulate the brain and foster growth of the nervous system. a True b False QuestionID: 03-2-66 Page-Reference: 97-99 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: a. True 67. Compared to non-Indigenous populations, SUID rates are more than seven times the Canadian national average. a True b False QuestionID: 03-2-67 Page-Reference: 99-100 Topic: The Newborn Skill: Conceptual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: a. True 68. Sudden Infant Death Syndrome (SIDS), which has been renamed Sudden Unexpected Infant Death (SUID), is more likely when a baby sleeps on its back. a True b False QuestionID: 03-2-68

Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: b. False 69. Sudden Infant Death Syndrome (SIDS), which has been renamed Sudden Unexpected Infant Death (SUID), is more likely to occur in the winter. a True b False QuestionID: 03-2-69 Page-Reference: 99-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: a. True 70. The basic perceptual system is not operating yet in the newborn. a True b False QuestionID: 03-2-70 Page-Reference: 100-101 Topic: The Newborn Skill: Conceptual Objective: 3.4.4. How well do newborns experience the world? Can they learn from experience? Answer: b. False Chapter 03 Essay Questions 1. Name the three periods of prenatal development, the weeks they occur, and characteristics of development during each period. QuestionID: 03-3-01 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life? Answer: A good answer will be similar to the following:

- Period of the zygote (Weeks 1-2) * Begins with fertilization. * Ends when the fertilized egg (the zygote) implants itself in the wall of the uterus. * Rapid cell division occurs. * Implantation begins one week after conception and is complete at two weeks after conception. - Period of the embryo (Weeks 3-8) * Begins once the zygote is completely embedded in the uterine wall. * Body structures and internal organs develop. * At the beginning, consists of three layers: the ectoderm, mesoderm, and endoderm. * By eight weeks, embryo looks like a human being complete with eyes, jaw, arms, and legs. * Most of the organs found in a mature human are in place, in some form, by the end of this period. * Amnion cushions embryo and regulates temperature. * Umbilical cord and placenta provide nutrients, oxygen, vitamins, and waste products to be exchanged between mother and embryo. * Growth proceeds according to the cephalocaudal and proximodistal principles. - Period of the fetus (Weeks 9-38) * Final and longest phase of prenatal development. * Fetus becomes much larger and its bodily systems begin to work. * Some simple reflexes are present. * Reach the age of viability at about seven months. * Fetus is able to hear by the last two months of pregnancy. 2. Your friend Chloe is pregnant and she told you that she knows the three stages of prenatal development—the first trimester, the second trimester, and the third trimester—but she wasn't exactly sure about what happens during each of the stages. What can you tell Chloe about the three stages of prenatal development and the major events that occur during each of the stages? QuestionID: 03-3-02 Page-Reference: 62-69 Topic: From Conception to Birth Skill: Applied Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception?, 3.1.2. When do body structures and internal organs emerge during prenatal development?, 3.1.3. When do body systems begin to function well enough to support life? Answer: A good answer will be similar to the following: Tell Chloe that even though people often refer to the three trimesters of pregnancy they do not correspond to the three stages of prenatal development. The first stage of prenatal development is called the period of the zygote and it lasts from conception until two weeks after conception. Rapid division of the cells and differentiation of the cells characterize this period. The period of the zygote ends when the zygote is completely implanted in the lining of the wall of the uterus. The second period is called the period of the embryo and it lasts from the third week to the eighth week after conception. During this period of prenatal development, most of the organs and systems of the body are formed. The third period is the period of the fetus. This period lasts from nine weeks until 38 weeks after conception. During this final period, the fetus grows from four to eight ounces to its birth weight of seven to eight pounds. Many of the bodily systems that were formed during the period of the embryo are refined during the period of the fetus to prepare the fetus for life outside the uterus. An insulating layer of fat

also develops during this period. 3. Briefly discuss the period of the zygote. QuestionID: 03-3-03 Page-Reference: 63-65 Topic: From Conception to Birth Skill: Factual Objective: 3.1.1. What happens to a fertilized egg during the first two weeks after conception? Answer: A good answer will include the following key points: - Begins with fertilization and lasts about two weeks. - Ends when fertilized egg, called a zygote, implants itself in the wall of the uterus. - During these two weeks, the zygote grows rapidly through cell division and travels along the fallopian tube toward the uterus. - Within hours, the zygote divides for the first time; after that, division occurs every 12 hours. - After about 4 days, the zygote comprises about 100 cells, resembles a hollow ball, and is called a blastocyst. - By the end of the first week following conception, the zygote reaches the uterus. - Then implantation occurs; the blastocyst burrows into the uterine wall and establishes connections with the mother's blood vessels. - Implantation takes about a week to complete and triggers hormonal changes that prevent menstruation. - A small cluster of cells near the centre of the blastocyst, the germ disc, eventually develops into a baby while the other cells are destined to become structures that support, nourish, and protect the developing organism. - Layer of cells closest to the uterus becomes the placenta, a structure for exchanging nutrients and wastes between mother and developing organism (i.e., baby). 4. Briefly discuss the period of the embryo. QuestionID: 03-3-04 Page-Reference: 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: A good answer will include the following key points: - Once the blastocyst is completely embedded in the uterine wall, it is called an embryo. - This period typically begins the third week after conception and lasts until the end of the eighth week. - During this period, body structures and internal organs develop. - At the beginning of the period, three layers form in the embryo—the outer layer (ectoderm), the middle layer (mesoderm), and the inner layer (endoderm). - Growth and specialization proceed so rapidly that the eight-week-old embryo looks very different from the three-week-old embryo. - The brain and nervous system developing rapidly, and the heart has been beating for nearly a month. - Most of the organs found in a mature human are in place in some form (except sex organs). - Embryo rests in an amniotic sac, which is filled with amniotic fluid that cushions the embryo and maintains a constant temperature.

- The embryo is linked to the mother by the umbilical cord (houses blood vessels that join the embryo to the placenta). - In the placenta, the blood vessels from the cord run close to the mother's blood vessels but aren't actually connected to them, instead the blood flows through the villi—finger-like projections from the umbilical blood vessels (allow nutrients, oxygen, vitamins and waste products to be exchanged between mother and embryo). 5. Name the three layers present in three-week-old embryos and describe what each layer will later form. QuestionID: 03-3-05 Page-Reference: 65-66 Topic: From Conception to Birth Skill: Factual Objective: 3.1.2. When do body structures and internal organs emerge during prenatal development? Answer: A good answer will include the following key points: - The ectoderm or outer layer will become hair, the outer layer of skin, and the nervous system. - The mesoderm or middle layer will form muscles, bones, and the circulatory system. - The endoderm or inner layer will form the digestive system and the lungs. 6. What are some of the highlights of the fetal period? QuestionID: 03-3-06 Page-Reference: 66-69 Topic: From Conception to Birth Skill: Factual Objective: 3.1.3. When do body systems begin to function well enough to support life? Answer: A good answer will include the following key points; - Final and longest phase of prenatal development. - Extends from the ninth week after conception until birth. - Finishing touches are put on the body systems that are essential to human life, such as nervous, respiratory, and digestive systems. - At four weeks after conception, a flat set of cells curls to form a tube—one end of the tube swells to form the brain; the rest forms the spinal cord. - During this period, all regions of the brain grow, particularly the cerebral cortex. - Near the end of the embryonic period, male embryos develop testes and female embryos develop ovaries. - During fifth and sixth months after conception, eyebrows, eyelashes, and scalp hair emerge. The skin thickens and is covered with a thick greasy substance called vernix, which protects the fetus during its long time in the amniotic fluid. - By about six months after conception, fetuses vary in their usual heart rates and in how much their heart rate changes in response to physiological stress. - By 22 to 28 weeks, most systems function well enough that a fetus born at this time has a chance to survive, which is why this age range is called the age of viability. 7. Chloe sold her house and is in the process of moving in her second trimester. She is experiencing stress related to the move and is worried that the stress will affect her pregnancy. What can you tell Chloe

about stress during pregnancy? QuestionID: 03-3-07 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A good answer will be similar to the following: - First, try not to worry too much! The majority of negative effects of stress on pregnancy apply to women who experience chronic stress. Occasional, relatively mild anxiety shouldn't have any harmful consequences for prenatal development. If Chloe isn't able to control the stress she is experiencing (if it turns from acute to chronic), then there may be some potentially harmful effects. Women who report greater anxiety during pregnancy more often give birth early or have babies who weigh less than average. The children may be less able to pay attention as infants and be more prone to behavioural problems as preschoolers. - Increased stress can harm prenatal development in several ways. First, the body will secrete hormones that reduce the flow of oxygen to the fetus while simultaneously increase its heart rate and activity level. Second, stress can weaken a pregnant woman's immune system. Third. pregnant women under stress are more likely to smoke or drink alcohol, and less likely to rest, exercise and eat properly. Fourth, stress may produce epigenetic changes in which genes that help children to regulate their behaviour are made less effective. 8. Chloe is concerned that her baby will not be healthy when it is born. She is wondering if there is anything she can do that will help ensure that her baby will be okay. What advice can you give Chloe about the steps that she can take toward a healthy baby? QuestionID: 03-3-08 Page-Reference: 70-74 Topic: From Conception to Birth Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A good answer will be similar to the following: Chloe should visit her health care provider for regular prenatal checkups. Chloe also should eat a healthy diet that contains food from the five major food groups. Her diet also should include sufficient vitamins and minerals such as iron and folic acid. Cigarettes, drugs, alcohol, caffeine, and food additives should be avoided. Chloe should exercise during pregnancy to keep her body fit. During the last two months of pregnancy, Chloe should get enough rest. Finally, she should take prepared childbirth classes to help her prepare for labour and delivery. 9. Chloe is concerned about the amount of weight that she will gain during pregnancy. She doesn't want to get "too fat." She has heard of women who gain only 10 pounds (4.5 kilograms) while pregnant and they wear their pre-maternity clothes home from the hospital. What can you tell Chloe about weight gain during pregnancy?

QuestionID: 03-3-09 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Applied Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: A good answer will be similar to the following: Chloe should not try to keep her weight gain to only 10 pounds. Pregnant women should increase their caloric intake by about 10-20 percent. Assuming that Chloe is an average-weight woman, she should plan to gain 11 to 16 kilograms during pregnancy. Even a woman who is overweight before becoming pregnant should at least 7 kilograms. About one-quarter of this gain reflects the increased weight of the uterus, the placenta, and the fluid in the amniotic sac; another quarter comes from increases in a woman's breasts and energy stores; yet another quarter comes from the increased volume of blood fluids and protein; the final quarter is the weight of the baby Remind Chloe that a healthy, full-term baby weighs between 3.5 and 4 kilograms. In other words, Chloe should plan to gain more than 10 pounds even if it means that she can't wear her pre-pregnancy clothes home from the hospital. 10. Discuss the pros and cons associated with older women (sometimes using reproductive technologies) becoming pregnant. QuestionID: 03-3-10 Page-Reference: 70-74 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.1. How is prenatal development influenced by a pregnant woman's nutrition, the stress she experiences while pregnant, and her age? Answer: PROS: Women are able to complete their education and begin a career. Older women are effective mothers. They are able to provide sensitive and responsive caregiving. CONS: Older women are less fertile. They are more likely to have miscarriages and they are more likely to give birth to babies with Down syndrome. When mothers have babies at very late ages (in their 60s) they are more likely to die before their children are full grown (for example, the woman who had twins at 66 but died at age 69). 11. What are some common teratogenic diseases and their potential consequences? QuestionID: 03-3-11 Page-Reference: 74-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens?, 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: A good answer will include the following key points:

- AIDS: Frequent infections, neurological disorders, death. - Cytomegalovirus: Deafness, blindness, abnormally small head, developmental disabilities. - Genital herpes: Encephalitis, enlarged spleen, improper blood clotting. - Rubella (German measles): Developmental disabilities, damage to eyes, ears, and heart. - Syphilis: Damage to the central nervous system, teeth, and bones. 12. What are some common teratogenic drugs and their potential consequences? QuestionID: 03-3-12 Page-Reference: 74-80 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A good answer will include the following key points: - Accutane: Abnormalities of the central nervous system, eyes, and ears. - Alcohol: Fetal alcohol syndrome (FAS), cognitive deficits, heart damage, retarded growth. - Aspirin: Deficits in intelligence, attention, and motor skills. - Caffeine: Lower birth weight, decreased muscle tone. - Cocaine and heroin: Retarded growth, irritability in newborns. - Marijuana: Lower birth weight, less motor control. - Nicotine: Retarded growth, possible cognitive impairments. 13. What are some common environmental teratogens and their potential consequences? QuestionID: 03-3-13 Page-Reference: 74-80 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A good answer will include the following key points: - Lead: Developmental disabilities. - Mercury: Retarded growth, developmental disabilities, cerebral palsy. - PCBs: Impaired memory and verbal skill. - X-rays: Retarded growth, leukemia, developmental disabilities. 14. If you were an environmentalist trying to ensure that heavy industrial chemical plants disposed of their waste properly (or better, found cleaner ways of operating), how could you use teratogens to argue your case? QuestionID: 03-3-14 Page-Reference: 74-80 Topic: Influences on Prenatal Development

Skill: Applied Objective: 3.2.2. What is a teratogen, and what specific diseases, drugs, and environmental hazards can be teratogens? Answer: A good answer will be similar to the following: Exposure to PCBs prenatally has been linked to impaired memory and verbal skill. Furthermore, in some areas of heavy industrial chemical production (such as Sarnia, Ontario) high concentrations of PCBs, dioxins, and HCBs were found in the soil. It seems that these contaminants are affecting sex ratios in such a way that fewer boys are being born each year. Collaborating evidence has also been reported from some Inuit communities in Arctic villages. Therefore, cleaning up the environment doesn't just help the planet, it helps the children who will inherit it. 15. What are five general principles governing the influence of teratogens on prenatal development? QuestionID: 03-3-15 Page-Reference: 80-83 Topic: Influences on Prenatal Development Skill: Conceptual Objective: 3.2.3. How exactly do teratogens affect prenatal development, and what effects do they have on the continuing development of the child? Answer: A good answer will include the following key points: - The impact of a teratogen depends upon the genotype of the organism. - The impact of teratogens changes over the course of prenatal development. - Each teratogen affects a specific aspect (or aspects) of prenatal development. - The impact of teratogens depends on the dose. - Damage from teratogens is not always evident at birth but may appear later. 16. Describe ultrasound, amniocentesis, and chorionic villus sampling and the kind of information that can be obtained from each. QuestionID: 03-3-16 Page-Reference: 83-86 Topic: Influences on Prenatal Development Skill: Factual Objective: 3.2.4. How can prenatal development be monitored? Can abnormal prenatal development be corrected? Answer: A good answer will include the following key points: - Ultrasound is a procedure using sound waves to generate a picture of the fetus. It can be used to determine the position of the fetus in the uterus, its sex, multiple pregnancies, and gross physical deformities. - In amniocentesis, a needle is inserted through the mother's abdomen to obtain a sample of the amniotic fluid that surrounds the fetus. The fluid contains skin cells that can be grown in a laboratory dish and then analyzed to determine the genotype of the fetus. It is used to detect genetic disorders. - In chorionic villus sampling, a sample of tissue is obtained from the chorion, part of the placenta, and analyzed to detect genetic disorders.

17. Describe the three stages of labour and delivery. QuestionID: 03-3-17 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Factual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A good answer will be similar to the following: - Stage 1 * Begins when the muscles of the uterus start to contract. * Contractions cause the cervix to enlarge—goes from 0 to 10 centimetres. * At the beginning of this stage, contractions are weak and spaced irregularly. They become stronger and more frequent. * During the transition phase, contractions are intense and sometimes occur without interruption. * Stage 1 lasts for 12 to 24 hours during the birth of a first child. * Stage 1 is usually shorter for later-born children. - Stage 2 * Begins when the cervix is fully enlarged. * Most women feel a strong urge to push the baby out, using their abdominal muscles. * This pushing, along with uterine contractions, pushes the baby down the birth canal. * The top of the baby's head soon appears (crowning). * In about an hour or less, the baby passes through the birth canal and emerges from the mother's body. * The baby's birth marks the end of the second stage of labour. - Stage 3 * The placenta is expelled from the uterus. * This stage is brief, usually lasting 10-15 minutes. 18. Chloe wonders how long her labour will last. She has heard stories about women whose labours are so short that they had their babies in the back of a car or an elevator. What can you tell Chloe about the typical length of labour for a first-born child? QuestionID: 03-3-18 Page-Reference: 86-88 Topic: Happy Birthday! Skill: Applied Objective: 3.3.1. What are the stages in labour and delivery? Answer: A good answer will be similar to the following: You can tell Chloe that the average length of Stage 1 of labour for a first-born baby ranges from 12 to 24 hours. Stage 2 usually lasts about an hour for first-borns. These times are only rough approximations; the actual times vary greatly among women and are virtually impossible to predict. 19. Chloe is in her sixth month of pregnancy and she isn't sure if she should take the prepared childbirth classes that are being offered at the local hospital. The class meets for three hours every Monday night

for six weeks and that looks like a big-time commitment to Chloe. What can you tell Chloe about the benefits of prepared childbirth classes? QuestionID: 03-3-19 Page-Reference: 88-89 Topic: Happy Birthday! Skill: Applied Objective: 3.3.2. What are "natural" ways of coping with the pain of childbirth? Is childbirth at home safe? Answer: A good answer will be similar to the following: Proponents of childbirth classes argue that birth is more likely to be problem-free and rewarding when mothers and fathers understand what is happening during pregnancy, labour, and delivery. Consequently, prepared childbirth means going to classes to learn basic facts about pregnancy and childbirth. Another purpose of childbirth classes is to teach the mother-to-be strategies to manage the pain of labour without the use of drugs. During these classes, pregnant women are taught to relax using deep breathing. Visual imagery, in which a pleasant event or reassuring scene is pictured, also is used to encourage relaxation. A supportive coach can contribute to relaxation by providing encouragement during labour. 20. What are some birth complications? Briefly describe the key features of each. QuestionID: 03-3-20 Page-Reference: 91 Topic: Happy Birthday! Skill: Conceptual Objective: 3.3.1. What are the stages in labour and delivery? Answer: A good answer will include the following key points: - Cephalopelvic disproportion: The infant's head is larger than the pelvis, making it impossible for the baby to pass through the birth canal. - Irregular position: In shoulder presentation, the baby is lying crosswise in the uterus, and the shoulder emerges first. In breech position, the buttocks appear first. - Preeclampsia: A pregnant woman has high blood pressure, protein in her urine, and swelling in her extremities (due to fluid retention). - Prolapsed umbilical cord: The umbilical cord precedes the baby through the birth canal and is squeezed shut, cutting off oxygen to the baby. 21. Chloe gives birth and is worried that her newborn is not healthy. How might the doctors evaluate Chloe's baby? QuestionID: 03-3-21 Page-Reference: 95-96 Topic: The Newborn Skill: Applied Objective: 3.4.1. How do we determine if a baby is healthy and adjusting to life outside the uterus? Answer: A good answer will include the following key points:

- The doctors will likely calculate the baby's Apgar score (a measure devised by obstetrical anesthesiologist Virginia Apgar which is used to evaluate a newborn baby's condition). - This will involve looking for five vital signs: breathing, heartbeat, muscle tone, presence of reflexes (e.g., coughing), and skin tone in Chloe's newborn. - Each of the five vital signs receives a score of zero, one or two, with two being optimal (maximum score of 10 on the Apgar) - The Apgar score will allow doctors a quick, approximate assessment of the status of Chloe's newborn. - The doctors might also conduct a more comprehensive evaluation of Chloe's newborn to check the baby's well-being—the Neonatal Behavioral Assessment Scale (NBAS) —which is used with newborns to two-montholds to provide a detailed portrait of the baby's behavioural repertoire. - The NBAS includes 28 behavioural items along with 18 items that test reflexes. - Chloe's newborn will be tested and the baby's performance is used to evaluate the functioning of four systems: Autonomic (e.g., breathing); motor (e.g., body movements); state (e.g., staying alert); and social (e.g., ability to interact with people). 22. Name and describe four infant behavioural states. QuestionID: 03-3-22 Page-Reference: 97-100 Topic: The Newborn Skill: Factual Objective: 3.4.3. What behavioural states are observable in newborns? Answer: A good answer will include the following key points: - Alert inactivity: The baby is calm with eyes open and attentive; the baby looks as if he is deliberately inspecting his environment. - Waking activity: The baby's eyes are open but they seem unfocused; the baby moves her arms or legs in bursts of uncoordinated motion. - Crying: The baby cries vigorously, usually accompanied by agitated but uncoordinated motion. - Sleeping: The baby's eyes are closed and the baby drifts between periods when breathing is regular and the baby is still, to periods when breathing is irregular and the baby gently moves its arms or legs.

Chapter 04: Growth and Health Chapter 04 Multiple-Choice Questions 1. A "rule of thumb" for height growth is that A) boys achieve half their adult height by 2 years, and girls by 18 months. B) girls achieve half their adult height by 2 years, and boys by 18 months. C) boys achieve half their adult height by 12 months, and girls by 2 years. D) girls achieve half their adult height by 12 months, and boys by 2 years. QuestionID: 04-1-01 Page-Reference: 105 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) boys achieve half their adult height by 2 years, and girls by 18 months. 2. Physical growth is A) steady throughout infancy, childhood, and adolescence. B) relatively slow during infancy and childhood but rapid in adolescence. C) rapid during infancy, slow during childhood, and rapid during adolescence. D) rapid during infancy and childhood but slow during adolescence. QuestionID: 04-1-02 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: C) rapid during infancy, slow during childhood, and rapid during adolescence. 3. The rate of physical growth is slowest during which period of life? A) prenatal development B) the first year of life C) preschool and elementary school years D) early adolescence QuestionID: 04-1-03 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: C) preschool and elementary school years 4. Growth follows two distinct trends: cephalocaudal and A) bicaudal. B) proximodistal. C) cephalodistal. D) proximocaual. QuestionID: 04-1-04 Page-Reference: 106 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) proximodistal. 5. Proximodistal growth means A) growth from head to toe. B) growth from head to waist. C) growth from the centre of the body to the extremities. D) growth from the waist to the toes. QuestionID: 04-1-05 Page-Reference: 106 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: C) growth from the centre of the body to the extremities. 6. Mrs. Wolff reminded her art students that in order to draw toddlers and young children realistically they need to draw disproportionately large A) feet. B) hips. C) arms. D) heads. QuestionID: 04-1-06 Page-Reference: 105-108 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: D) heads. 7. Which of the following statements is TRUE? A) The body's muscle fibres appear after birth. B) Very little fat accumulates after birth. C) Cartilage begins to turn to bone after birth. D) Toddlers and young children have disproportionately large heads. QuestionID: 04-1-07 Page-Reference: 105-108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: D) Toddlers and young children have disproportionately large heads. 8. The body's muscle fibres A) are mostly absent at birth and do not appear in great numbers until middle childhood. B) become longer and thicker during childhood. C) become shorter and thinner during childhood. D) are fused together at birth but gradually separate. QuestionID: 04-1-08 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) become longer and thicker during childhood. 9. Fat accumulates rapidly A) only during infancy. B) during infancy and the preschool years. C) during the preschool years and adolescence. D) during infancy and adolescence. QuestionID: 04-1-09 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: D) during infancy and adolescence. 10. Who is likely to be accumulating fat LEAST rapidly? A) Belle, who is six months of age B) Elsa, who is four years of age C) Tiana, who is 10 years of age D) Jasmin, who is 13 years of age QuestionID: 04-1-10 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) Elsa, who is four years of age 11. Bone develops from A) cartilage. B) muscle fibres. C) fat tissue. D) the central nervous system. QuestionID: 04-1-11 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) cartilage. 12. Epiphyses are A) the collective physical changes that occur in early adolescence. B) chemicals that travel in the bloodstream to act on other body parts. C) changes in physical development from one generation to the next. D) the ends of the cartilage structures in a fetus. QuestionID: 04-1-12 Page-Reference: 107 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: D) the ends of the cartilage structures in a fetus.

13. Cartilage turns to bone A) first in the centre and later in the ends of the cartilage structure. B) first at the ends and later in the centre of the cartilage structure. C) in all parts of the cartilage structure simultaneously. D) beginning at birth. QuestionID: 04-1-13 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) first in the centre and later in the ends of the cartilage structure. 14. Which of the following describes a secular growth trend? A) Girls begin puberty earlier than boys. B) Boys eventually grow taller than girls. C) Boys in the current generation are taller on average than boys from the previous generation. D) The rate of growth during adolescence is faster than it is during middle childhood. QuestionID: 04-1-14 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: C) Boys in the current generation are taller on average than boys from the previous generation. 15. "Average" physical growth A) varies from one generation to the next. B) does not vary from country to country. C) is the same as "normal" physical growth. D) is the same in Africa and Europe. QuestionID: 04-1-15 Page-Reference: 107-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) varies from one generation to the next.

16. Which of the following accurately describes secular growth trends over the last 100 years? A) Adults and children are heavier today but no taller than in previous generations. B) Adults and children are heavier and taller today than in previous generations. C) Adults and children are lighter and shorter today than in previous generations. D) Adults and children have the same average height and weight today as they did in previous generations. QuestionID: 04-1-16 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: B) Adults and children are heavier and taller today than in previous generations. 17. Which eight-year-old boy is likely to be the shortest? A) Tom, who is from the United States B) Mikio, who is from Japan C) Arthur, who is from Great Britain D) Ipo, who is from Polynesia QuestionID: 04-1-17 Page-Reference: 107 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: D) Ipo, who is from Polynesia 18. Average heights A) vary from country to country B) have been decreasing over the last 100 years. C) stay the same from generation to generation. D) have a wider range than normal heights. QuestionID: 04-1-18 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) vary from country to country 19. The range of "normal" heights is

A) wider than the range of "average" heights. B) narrower than the range of "average" heights. C) the same as the range of "average" heights. D) sometimes narrower and sometimes wider than the range of "average" heights depending on the country. QuestionID: 04-1-19 Page-Reference: 107-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) wider than the range of "average" heights. 20. The finding that tall parents tend to have taller children whereas short parents tend to have short children suggests that ________ influences height. A) heredity B) the environment C) a hormone D) nutrition QuestionID: 04-1-20 Page-Reference: 105-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A) heredity 21. Which of the following statements is TRUE of the role of hormones in growth? A) Growth hormone is secreted by the liver. B) Growth hormone triggers the release of somatomedin which causes muscles and bones to grow. C) The majority of growth hormone is secreted while children and adolescents are awake. D) The pituitary gland does not have an important role in growth. QuestionID: 04-1-21 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: B) Growth hormone triggers the release of somatomedin which causes muscles and bones to grow. 22. Growth hormone (GH) is secreted by the A) pituitary gland.

B) thyroid gland. C) epiphyses. D) myelin. QuestionID: 04-1-22 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) pituitary gland. 23. Which of the following helps bones and muscles grow? A) somatomedin B) osteoporosis C) antibodies D) epiphyses QuestionID: 04-1-23 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) somatomedin 24. Sleep is essential for normal growth because about ____ percent of growth hormone is secreted when children and adolescents sleep. A) 60 B) 40 C) 95 D) 80 QuestionID: 04-1-24 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: D) 80 25. Julio wants his toddler to sleep better and longer. His friend Aminata, who knows a lot about sleep and children, will likely recommend which of the following? A) Implementing a regular bedtime routine B) Giving his toddler milk before bedtime C) Letting his toddler watch nursery rhymes before bedtime

D) Keeping his toddler up later QuestionID: 04-1-25 Page-Reference: 108 Topic: Physical Growth Skill: Applied Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) Implementing a regular bedtime routine 26. Nutritional needs during infancy are high because ________ requires a relatively large amount of energy. A) digestion B) respiration C) an infant's high activity level D) growth QuestionID: 04-1-26 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: D) growth 27. Which of the following is TRUE of nutrition and physical growth? A) Nutrition is particularly important during infancy when growth is rapid. B) In a two-month-old, almost 80 percent of the body's energy is devoted to growth. C) Young babies need fewer calories per pound of body weight than do adults. D) Nutrition is not related to physical growth. QuestionID: 04-1-27 Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) Nutrition is particularly important during infancy when growth is rapid. 28. Compared to bottle-fed babies, breast-fed babies A) are ill more often. B) are less prone to diarrhea and constipation. C) have a more difficult time making the transition to solid foods. D) do not receive the antibodies that are found in formula. QuestionID: 04-1-28

Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: B) are less prone to diarrhea and constipation. 29. Michelle and Deana are arguing about the relative benefits of breastfeeding and bottle-feeding. Which of their arguments is most valid? A) Michelle's claim that breast-fed babies are ill less often because breast milk has the mother's antibodies in it. B) Deana's assertion that bottle-fed babies are less likely to have diarrhea and constipation. C) Michelle's argument that breast-fed babies' psychological development is enhanced. D) Deana's belief that bottle-fed babies make the transition to solid foods more easily. QuestionID: 04-1-29 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) Michelle's claim that breast-fed babies are ill less often because breast milk has the mother's antibodies in it. 30. One rule of thumb when it comes to children and eating is that preschoolers should consume about ____ calories per kilogram of body weight. A) 100 B) 150 C) 40 D) 200 QuestionID: 04-1-30 Page-Reference: 109 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A) 100 31. Lesedi has been overwhelmed with advice and information from well-meaning friends and relatives after the birth of her first child, and she isn't sure which of their statements she should believe. Which of the following statements that she has been told about nutrition and eating early in life is true? A) At two years, growth becomes more rapid so children need to eat more. B) No more than one new food should be presented to an infant at one time. C) In Canada, most babies are bottle-fed exclusively, because they get more nutrients that way than they would if breast-fed.

D) Babies should not eat solid foods until they are one year of age. QuestionID: 04-1-31 Page-Reference: 110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: B) No more than one new food should be presented to an infant at one time. 32. The adolescent growth spurt and sexual maturation that occur in early adolescence are known as A) a secular growth trend. B) puberty. C) menarche. D) hormones. QuestionID: 04-1-32 Page-Reference: 111-116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) puberty. 33. Richie is at the peak of his adolescent growth spurt, so he is probably gaining as many as ________ kilograms a year. A) two B) 11 C) 25 D) 40 QuestionID: 04-1-33 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) 11 34. Who is most likely to have just reached their full adult stature? A) Ann, who is 13 B) Scott, who is 13 C) Diane, who is 15 D) Clyde, who is 15 QuestionID: 04-1-34

Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) Diane, who is 15 35. Thirteen-year-old Danylo, who has a 6'2" father and a 5'1" mother, is worried because he is only as tall as his mother right now and would like to be much taller. What would you tell Danylo if he confided his concerns to you? A) "Sorry, Danylo, but you've probably already reached your mature height. Just remember, many great men were short. Think of Napoleon!" B) "Don't worry, Danylo. Most boys don't reach their full height until they are 17. You've got about four more years to grow and you are likely to be of average height because you have a tall father and a short mother." C) "You should go to the doctor, Danylo. You are abnormally short for your age and parents' heights. You may have a growth hormone deficiency." D) "You don't have anything to worry about, Danylo. Most boys end up being taller than their mothers and fathers, so you will probably be over 6'2" before you stop growing." QuestionID: 04-1-35 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) "Don't worry, Danylo. Most boys don't reach their full height until they are 17. You've got about four more years to grow and you are likely to be of average height because you have a tall father and a short mother." 36. Ginger and Roger are dizygotic twins arguing about who is going to begin puberty first and who is going to reach their adult height first. If you were chosen to referee their argument, what would you tell them? A) Girls begin puberty and reach their adult height earlier than boys. B) Boys begin puberty and reach their adult height earlier than girls. C) Girls and boys begin puberty and reach their adult height at the same ages. D) Girls begin puberty before boys but reach their adult height after boys. QuestionID: 04-1-36 Page-Reference: 111 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) Girls begin puberty and reach their adult height earlier than boys.

37. The adolescent growth spurt A) usually begins earlier for girls than for boys. B) usually ends earlier for boys than for girls. C) is a time when girls gain more muscle than boys. D) is a time when boys gain more fat than girls. QuestionID: 04-1-37 Page-Reference: 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) usually begins earlier for girls than for boys. 38. Research on osteoporosis has shown that A) most people with osteoporosis are men. B) most bone mass is formed during adulthood. C) swimming is a good weight-bearing exercise that strengthens bones. D) most adolescents don't get enough calcium or exercise for healthy bone growth. QuestionID: 04-1-38 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: D) most adolescents don't get enough calcium or exercise for healthy bone growth. 39. Eunji has discovered that she has a disease that makes her bones become thin and brittle and likely to break easily. Eunji has the symptoms of A) osteoporosis. B) bulimia nervosa. C) anorexia nervosa. D) synaptic pruning. QuestionID: 04-1-39 Page-Reference: 112-113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) osteoporosis. 40. Which of the following statements about osteoporosis is TRUE? A) To prevent osteoporosis, adolescents should consume 1300 milligrams of calcium daily and do weightbearing exercise five days a week.

B) Most adolescents get enough calcium and exercise for healthy bone growth. C) Adolescents are at the greatest risk for osteoporosis. D) More men than women suffer from osteoporosis. QuestionID: 04-1-40 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) To prevent osteoporosis, adolescents should consume 1300 milligrams of calcium daily and do weight-bearing exercise five days a week. 41. ________ are organs that are directly involved in reproduction. A) Secondary sex characteristics B) Primary sex characteristics C) Puberty D) Menarche QuestionID: 04-1-41 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) Primary sex characteristics 42. ________ are physical signs of maturity that are not linked directly to the reproductive organs. A) Primary sex characteristics B) Secondary sex characteristics C) Rites of passage D) Puberty QuestionID: 04-1-42 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) Secondary sex characteristics 43. Omar is 13 and has started noticing facial hair when he looks in the mirror. He has also noticed that his shoulders are broadening. His father, who is a psychologist, tells him that these changes are known as A) secondary sex characteristics. B) primary sex characteristics. C) menarche.

D) spermache. QuestionID: 04-1-43 Page-Reference: 111-113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) secondary sex characteristics. 44. For girls, puberty typically begins with A) the appearance of pubic hair. B) growth of the breasts. C) menarche. D) the first ovulation. QuestionID: 04-1-44 Page-Reference: 111-113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) growth of the breasts. 45. Menarche typically occurs at ________ years of age. A) nine B) 11 C) 13 D) 15 QuestionID: 04-1-45 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) 13 46. Which of the following statements concerning the maturation of the reproductive system is TRUE? A) Early menstrual cycles are usually regular. B) Boys' initial ejaculations usually contain sufficient sperm to fertilize an egg. C) In the first months of menstruation, girls do not usually ovulate. D) At about age 17, boys have their first spontaneous ejaculation. QuestionID: 04-1-46 Page-Reference: 113

Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) In the first months of menstruation, girls do not usually ovulate. 47. For boys, puberty typically begins with A) the appearance of pubic hair. B) growth of the testes and scrotum. C) growth of the penis. D) the growth spurt. QuestionID: 04-1-47 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) growth of the testes and scrotum. 48. The onset of puberty A) is regulated by the pituitary gland. B) is totally controlled by genetic forces. C) occurs later in girls who are depressed. D) occurs earlier when girls receive inadequate nutrition. QuestionID: 04-1-48 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) is regulated by the pituitary gland. 49. Which of the following girls would you expect to enter puberty first? A) Shalicia, whose mother entered puberty at a young age B) Chara, who is malnourished and does not receive adequate health care C) Anita, who has a chronic illness D) Jane, who lived in Europe in 1840 QuestionID: 04-1-49 Page-Reference: 113 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: A) Shalicia, whose mother entered puberty at a young age 50. Puberty A) occurs earlier in boys than in girls. B) occurs earlier in girls who experience more stress than in girls who have less stress. C) occurs later in boys who experience more stress than in boys who have less stress. D) is not influenced by genetics. QuestionID: 04-1-50 Page-Reference: 114 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: B) occurs earlier in girls who experience more stress than in girls who have less stress. 51. Some research has shown that girls may reach puberty at a younger age when A) they eat less. B) they have many siblings. C) their fathers are no longer living at home. D) their mothers are no longer living at home. QuestionID: 04-1-51 Page-Reference: 115 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) their fathers are no longer living at home. 52. Early maturation A) seems to be more clearly harmful for girls than boys. B) benefits girls but not boys. C) benefits both boys and girls. D) can be harmful for boys but not girls. QuestionID: 04-1-52 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) seems to be more clearly harmful for girls than boys. 53. Studies concerning early maturing boys A) prove that it is beneficial for them.

B) prove that it is harmful for them. C) offer conflicting information about the effects of early maturation. D) prove that is has no effects on them. QuestionID: 04-1-53 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) offer conflicting information about the effects of early maturation. 54. Girls who mature early ________ than girls who mature late. A) receive better grades in school B) are more popular with peers C) are more likely to smoke and drink D) have more self-confidence QuestionID: 04-1-54 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: C) are more likely to smoke and drink 55. Early maturing girls A) are more popular with peers than other girls. B) are more self-confident than other girls. C) are more poised and socially competent than other girls. D) are more likely to be depressed than other girls. QuestionID: 04-1-55 Page-Reference: 116 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: D) are more likely to be depressed than other girls. 56. Dwayne is an early maturing male and Camille is an early maturing female. Which of the following statements about Dwayne and Camille is most likely to be true? A) Many of the influences that early maturation have on Dwayne and Camille may disappear during adulthood, particularly if a supportive environment is provided. B) Camille will benefit more from her early maturation than Dwayne will from his. C) Camille and Dwayne will both be more popular with their peers in school than later maturing

adolescents. D) Camille and Dwayne will both be more self-confident than later maturing adolescents. QuestionID: 04-1-56 Page-Reference: 116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A) Many of the influences that early maturation have on Dwayne and Camille may disappear during adulthood, particularly if a supportive environment is provided. 57. A lack of access to what has been called "_______________" can result in food insecurity for Indigenous Peoples in Canada. A) processed foods B) restaurant foods C) reheated foods D) wildfoods QuestionID: 04-1-57 Page-Reference: 117 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: D) wildfoods 58. Malnourishment is most harmful during adolescence. middle childhood. the preschool years. infancy. QuestionID: 04-1-58 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: D) infancy. 59. Research suggests that severe malnourishment during infancy A) will not impair childhood intellectual ability as long as children have attained normal height and weight. B) only impacts physical growth. C) damages the brain, affecting a child's intelligence and ability to pay attention and learn. D) will stunt physical growth but will not impair intellectual development.

QuestionID: 04-1-59 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: C) damages the brain, affecting a child's intelligence and ability to pay attention and learn. 60. Gavin was severely malnourished as an infant. He is likely to experience damage to his ________, which may affect his intelligence and ability to pay attention. A) brain B) pituitary gland C) hormones D) basal metabolic rate QuestionID: 04-1-60 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: A) brain 61. You are asked to create a brochure for a "Hungry Children" campaign designed to educate the public about malnourishment during infancy and childhood. Which of the following subtitles would be most appropriate to include in the brochure? A) "Parents—Stimulate Your Malnourished Children" B) "Malnutrition—Only A Third World Problem" C) "How To Treat Hyperactivity Resulting From Malnutrition" D) "How To Avoid Malnourishment During Its Most Dangerous Period—Adolescence" QuestionID: 04-1-61 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: A) "Parents—Stimulate Your Malnourished Children" 62. Malnutrition A) is common only in developing nations. B) does not affect children's size or intelligence. C) is especially damaging during middle childhood. D) needs to be treated by improving children's diets and training parents to stimulate their children.

QuestionID: 04-1-62 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: D) needs to be treated by improving children's diets and training parents to stimulate their children. 63. Penelope is undergoing treatment for malnourishment. The most appropriate treatment would be one that A) focused solely on improving Penelope's diet. B) educated Penelope's parents about malnourishment. C) used medication to control Penelope's behaviour. D) combined dietary improvements with parent training. QuestionID: 04-1-63 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: D) combined dietary improvements with parent training. 64. Alicia refuses to eat and is terribly afraid of becoming overweight. Alicia has characteristics of A) obesity. B) anorexia nervosa. C) malnourishment. D) a typical teenager. QuestionID: 04-1-64 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: B) anorexia nervosa. 65. Anorexia A) does not have any serious consequences. B) is unrelated to cultural values. C) occurs more often when parents grant their adolescents much independence. D) is more common in females than in males. QuestionID: 04-1-65 Page-Reference: 118-119 Topic: Challenges to Healthy Growth

Skill: Conceptual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: D) is more common in females than in males. 66. ________ is characterized by alternating between binge eating with purging through self-induced vomiting or with laxatives. A) Anorexia nervosa B) Obesity C) Bulimia nervosa D) Malnourishment QuestionID: 04-1-66 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: C) Bulimia nervosa 67. Anorexia and bulimia are more likely to occur in girls who A) were picky eaters as children. B) are in elementary school. C) are "troublemakers." D) are irresponsible. QuestionID: 04-1-67 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: A) were picky eaters as children. 68. Lev has anorexia nervosa. Which of the following statements would he be LEAST likely to make? A) "I am SO fat!" B) "I never want to be overweight." C) "My parents are so overprotective." D) "My parents give me a lot of freedom." QuestionID: 04-1-68 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: D) "My parents give me a lot of freedom." 69. ____________________ is often the focus in body dysmorphic disorder. A) Excessive thinness B) Binging and purging C) Perceived muscularity D) An irrational fear of obesity QuestionID: 04-1-69 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: C) Perceived muscularity 70. Programs exist that can help protect young people from eating disorders. The most effective programs are designed for A) at-risk youth. B) parents of adolescents. C) elementary school children. D) high school students. QuestionID: 04-1-70 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: A) at-risk youth. 71. What is the name of the disorder where individuals are not satisfied with their body shape or the shape of a particular part of the body, and perceived muscularity is often the focus? A) anorexia B) bulimia C) body dysmorphic disorder D) binge eating QuestionID: 04-1-71 Page-Reference: 119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: C) body dysmorphic disorder

72. According to Canadian statistics, about ___ of Canadian children and adolescents are overweight. A) one-fifth B) one-fourth C) one-third D) one-half QuestionID: 04-1-72 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) one-third 73. Unfortunately, health issues related to body weight are often particular challenges for ____________, both here in Canada and around the world. Problems of food insecurity as a result of lack of access to traditional, often wild, food sources can be part of the problem. Inequality in access to resources in transitions to a different, more "_____________" lifestyle also bring increased likelihood of chronic health problems such as obesity and type-2 diabetes. A) Men; regulated B) Indigenous Peoples; Westernized C) Albertans; Eastern Canada D) Women; outdoors QuestionID: 04-1-73 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: B) Indigenous Peoples; Westernized 74. Although most neonatal infant deaths are associated with access to medical care, those in infancy (from 28 days to one year) are strongly influenced by social factors, with socioeconomic issues a major factor. Statistics vary, however, and there is a concern about lack of accurate data regarding ____________ infant __________ rates in this country. A) Canadian; health B) Indigenous; mortality C) many; homeless D) significant; breastfeeding QuestionID: 04-1-74 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: B) Indigenous; mortality 75. If Paul is a typical obese child, he A) has many friends. B) is the only one in his family who is overweight. C) is at risk for many medical problems. D) feels positively about himself. QuestionID: 04-1-75 Page-Reference: 120-121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) is at risk for many medical problems. 76. Which of the following is TRUE of obese children? A) They have severe behaviour problems. B) They are viewed favourably by their peers. C) They are at risk for diabetes and high blood pressure. D) They are likely to outgrow their "baby fat" and become slim adults. QuestionID: 04-1-76 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) They are at risk for diabetes and high blood pressure. 77. Luna was adopted and is obese. Patti's weight is A) likely to be more closely related to her adoptive parents' weights than to her biological parents' weights. B) likely to be more closely related to her biological parents' weights than to her adoptive parents' weights. C) likely to be an average of her biological parents' weights and her adoptive parents' weights. D) not likely to be related to either her adoptive parents' weights or to her biological parents' weights. QuestionID: 04-1-77 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: B) likely to be more closely related to her biological parents' weights than to her adoptive parents' weights.

78. Genes A) are not related to weight. B) are related to activity level. C) do not influence basal metabolic rate. D) do not influence the rate of calorie burning. QuestionID: 04-1-78 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: B) are related to activity level. 79. Obesity is associated with A) a fast basal metabolic rate. B) the use of internal eating cues. C) the use of external eating cues. D) a high activity level. QuestionID: 04-1-79 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) the use of external eating cues. 80. Who is more likely to struggle with obesity? A) Jose, whose parents allow him to eat when he's hungry and don't make him finish his meals if he's not hungry B) Myra, who loves playing outside with her friends at any opportunity C) Liam, who gets less sleep than most of his peers D) Barbara, who gets more sleep than most of her peers QuestionID: 04-1-80 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: C) Liam, who gets less sleep than most of his peers 81. Ten-year-old Tyra is obese. Which of the following weight-loss programs would be most effective? A) A program in which Tyra does not have to concern herself with monitoring her calories and exercise. B) A program that focuses on changing Tyra's eating habits, encouraging her to become more active, and

helping her to avoid sedentary behaviour. C) A program that sets very high goals for Tyra's weight loss. D) A program that teaches Tyra to respond to external cues to start and stop eating. QuestionID: 04-1-81 Page-Reference: 121 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: B) A program that focuses on changing Tyra's eating habits, encouraging her to become more active, and helping her to avoid sedentary behaviour. 82. Around the world, children under the age of five years are A) most likely to die from acute diseases and malnutrition. B) most likely to die from diseases that cannot be prevented. C) usually vaccinated to prevent childhood illnesses such as measles. D) afflicted with diseases that are expensive to prevent. QuestionID: 04-1-82 Page-Reference: 122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: A) most likely to die from acute diseases and malnutrition. 83. The leading cause of death in young children worldwide is A) infectious diseases. B) birth defects. C) low birth weight. D) accidents. QuestionID: 04-1-83 Page-Reference: 122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: A) infectious diseases. 84. In North America, children over one year of age are most likely to die from A) acute respiratory infections and diarrheal diseases. B) birth defects. C) low birth weight. D) accidents.

QuestionID: 04-1-84 Page-Reference: 123-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: D) accidents. 85. The most common cause of accidental death in children is A) drowning. B) motor vehicle accidents. C) suffocation. D) burns. QuestionID: 04-1-85 Page-Reference: 123-124 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: B) motor vehicle accidents. 86. In 2012, about _______ of deaths in car accidents for 16- to 19-year-old Canadians were alcoholrelated. A) a quarter B) a third C) a half D) a fifth QuestionID: 04-1-86 Page-Reference: 124 Topic: The Developing Nervous System Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: B) a third 87. A(n) ________ is a cell that specializes in receiving and transmitting information. A) dendrite B) axon C) corpus callosum D) neuron QuestionID: 04-1-87 Page-Reference: 125

Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: D) neuron 88. Each neuron consists of A) a cell body. B) an axon. C) dendrites. D) all of these answers QuestionID: 04-1-88 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: D) all of these answers 89. The ________ contains the basic biological machinery that keeps the neuron alive. A) dendrite B) axon C) cell body D) neural plate QuestionID: 04-1-89 Page-Reference: 125 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: C) cell body 90. Which of the following looks like a tree with many branches? A) a neuron B) a dendrite C) an axon D) a cell body QuestionID: 04-1-90 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?

Answer: B) a dendrite 91. The ________ receives input from neurons, whereas the ________ sends information from other dendrites. A) dendrite; axon B) dendrite; cell body C) axon; cell body D) axon; dendrite QuestionID: 04-1-91 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: A) dendrite; axon 92. Chemicals that carry information from one neuron to the next are called A) terminal buttons. B) synapses. C) myelin. D) neurotransmitters. QuestionID: 04-1-92 Page-Reference: 125 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: D) neurotransmitters. 93. The wrinkled surface of the brain is called the A) neural plate. B) right hemisphere. C) corpus callosum. D) cerebral cortex. QuestionID: 04-1-93 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) cerebral cortex.

94. The corpus callosum A) is the wrinkled surface of the brain. B) is a tube-like structure at one end of a neuron. C) is a thick bundle of neurons that links the left and right hemispheres of the brain. D) controls personality and the ability to make and carry out plans. QuestionID: 04-1-94 Page-Reference: 126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) is a thick bundle of neurons that links the left and right hemispheres of the brain. 95. After suffering a head injury, Kent began having difficulty planning, and his personality changed. Kent appears to have suffered damage to his brain's A) right hemisphere. B) left hemisphere. C) corpus callosum. D) frontal cortex. QuestionID: 04-1-95 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Applied Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) frontal cortex. 96. ________ is a fatty sheath that allows neurons to transmit information more rapidly. A) An axon B) A dendrite C) A cell body D) Myelin QuestionID: 04-1-96 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) Myelin

97. The acquisition of myelin A) is complete by about 28 weeks after conception. B) is complete at birth. C) begins at birth and continues throughout the life span. D) begins prenatally and continues through childhood and adolescence. QuestionID: 04-1-97 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) begins prenatally and continues through childhood and adolescence. 98. The entire nervous system arises from the embryonic structure known as the A) medulla. B) neural plate. C) corpus callosum. D) cerebral cortex. QuestionID: 04-1-98 Page-Reference: 126 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: B) neural plate. 99. The production of neurons is virtually complete by A) 28 weeks after conception. B) six months of age. C) three years of age. D) adolescence. QuestionID: 04-1-99 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) 28 weeks after conception. 100. The production of neurons

A) is not complete until the child is in school. B) involves producing many more neurons than necessary. C) does not begin until after birth. D) is very slow and gradual. QuestionID: 04-1-100 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: B) involves producing many more neurons than necessary. 101. Neurons A) are produced in their final positions. B) migrate to their final positions in stages. C) migrate to their final positions in the brain after birth. D) are produced in great numbers throughout life. QuestionID: 04-1-101 Page-Reference: 125-127 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: B) migrate to their final positions in stages. 102. Synaptic pruning refers to the A) production of synapses. B) positioning of neurons. C) disappearance of synapses. D) wrapping of neurons in a fatty sheath that allows them to transmit information more rapidly. QuestionID: 04-1-102 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) disappearance of synapses. 103. Damage to the frontal cortex of the brain is likely to affect which of the following functions? A) understanding and producing language

B) musical ability C) spatial relations D) decision making QuestionID: 04-1-103 Page-Reference: 125-125, 128 Topic: The Developing Nervous System Skill: Applied Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) decision making 104. For most people, the left hemisphere of the brain controls A) artistic and musical abilities. B) the perception of spatial relations. C) the ability to produce and understand language. D) the ability to recognize faces. QuestionID: 04-1-104 Page-Reference: 128-130 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) the ability to produce and understand language. 105. For most people, the right hemisphere of the brain controls A) the perception of spatial relationships. B) the ability to produce and understand language. C) planning ability. D) reasoning ability. QuestionID: 04-1-105 Page-Reference: 128 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) the perception of spatial relationships. 106. Damage to the left hemisphere of the brain is likely to affect which of the following functions? A) language B) musical ability

C) spatial relations D) regulation of feelings of happiness and sadness QuestionID: 04-1-106 Page-Reference: 128-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) language 107. The brain's electrical activity is measured by A) X-rays. B) positron emission tomography (PET). C) ultrasound. D) electroencephalograms (EEG). QuestionID: 04-1-107 Page-Reference: 127-128 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: D) electroencephalograms (EEG). 108. Language processing is regulated primarily by the A) corpus callosum. B) frontal cortex. C) left hemisphere. D) right hemisphere. QuestionID: 04-1-108 Page-Reference: 128-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) left hemisphere. 109. The brain is A) fully specialized by 28 weeks after conception. B) fully specialized by birth. C) somewhat specialized at birth but continues to become more specialized throughout childhood.

D) not at all specialized at birth. QuestionID: 04-1-109 Page-Reference: 125-129 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: C) somewhat specialized at birth but continues to become more specialized throughout childhood. 110. The extent to which brain organization is flexible is referred to as A) plasticity. B) synaptic pruning. C) myelinization. D) positron emission tomography. QuestionID: 04-1-110 Page-Reference: 130-131 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A) plasticity. Chapter 04 True-False Questions 1. Growth follows two distinct trends: cephalocaudal and proximodistal. a True b False QuestionID: 04-2-01 Page-Reference: 106 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 2. Cephalocaudal growth refers to growth from the centre of the body to the extremities. a True b False QuestionID: 04-2-02

Page-Reference: 106 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 3. Toddlers and young children have disproportionately small heads. a True b False QuestionID: 04-2-03 Page-Reference: 106-107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 4. Most of the body's muscle fibres are not present at birth. a True b False QuestionID: 04-2-04 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 5. Fat accumulates rapidly during the first year of life. a True b False QuestionID: 04-2-05 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True

6. During prenatal development, cartilage turns to bone beginning with the centre and then moving to the ends of the cartilage structures. a True b False QuestionID: 04-2-06 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 7. Changes in physical development from one generation to the next are known as secular growth trends. a True b False QuestionID: 04-2-07 Page-Reference: 107 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 8. Growth hormone is secreted by the pituitary gland. a True b False QuestionID: 04-2-08 Page-Reference: 108 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 9. Sleep is essential for normal growth because 50 percent of growth hormone is secreted during sleep. a True b False QuestionID: 04-2-09

Page-Reference: 108-109 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 10. When children do not get enough sleep, they are prone to behavioural problems and may not do as well in school. a True b False QuestionID: 04-2-10 Page-Reference: 108-109 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 11. Infants need to consume fewer calories per kilogram of body weight than do adults. a True b False QuestionID: 04-2-11 Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 12. Breast-fed babies are ill more often than bottle-fed babies. a True b False QuestionID: 04-2-12 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child?

Answer: b. False 13. Breast-fed babies are less prone to diarrhea and constipation. a True b False QuestionID: 04-2-13 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 14. Bottle-fed babies make the transition to solid food more easily than breast-fed babies. a True b False QuestionID: 04-2-14 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 15. Increased pickiness while eating occurs in children who are around two years of age. a True b False QuestionID: 04-2-15 Page-Reference: 109-110 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: a. True 16. Children should be forced to "clean their plates." a True b False QuestionID: 04-2-16

Page-Reference: 109-110 Topic: Physical Growth Skill: Factual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: b. False 17. Early adolescence is a period of rapid growth. a True b False QuestionID: 04-2-17 Page-Reference: 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 18. Boys reach their mature stature about two years before girls do. a True b False QuestionID: 04-2-18 Page-Reference: 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 19. Muscle growth during puberty is more pronounced in girls than in boys. a True b False QuestionID: 04-2-19 Page-Reference: 111 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 20. Osteoporosis is a disease in which a person's bones become stronger as they age. a True

b False QuestionID: 04-2-20 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 21. Most people with osteoporosis are women. a True b False QuestionID: 04-2-21 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 22. Bones acquire most of their mass during childhood and adolescence. a True b False QuestionID: 04-2-22 Page-Reference: 112-113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 23. The onset of menstruation is called Menarche. a True b False QuestionID: 04-2-23 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True

24. Early menstrual cycles are usually irregular and without ovulation. a True b False QuestionID: 04-2-24 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 25. Initial ejaculations usually contain enough sperm to fertilize an egg. a True b False QuestionID: 04-2-25 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 26. The pituitary gland signals other glands to secrete hormones that stimulate pubertal changes in the body. a True b False QuestionID: 04-2-26 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 27. There is closer synchrony of pubertal events in dizygotic twins than in monozygotic twins. a True b False QuestionID: 04-2-27 Page-Reference: 113 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences?

Answer: b. False 28. Menarche occurs earlier in countries where nutrition and health care are adequate. a True b False QuestionID: 04-2-28 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 29. The age of menarche is still dropping in industrialized countries. a True b False QuestionID: 04-2-29 Page-Reference: 114 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 30. Menarche occurs earlier in girls who experience much chronic stress or depression. a True b False QuestionID: 04-2-30 Page-Reference: 114 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 31. Early maturation has psychological consequences that differ for boys and girls. a True b False QuestionID: 04-2-31 Page-Reference: 113-115 Topic: Physical Growth

Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 32. The timing of puberty for girls may be influenced by their fathers, specifically by the quantity and quality of paternal interactions. a True b False QuestionID: 04-2-32 Page-Reference: 115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 33. Maturing early is not psychologically harmful for boys. a True b False QuestionID: 04-2-33 Page-Reference: 113-115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 34. For boys and girls, maturing late poses few risks. a True b False QuestionID: 04-2-34 Page-Reference: 113-115 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 35. Peers seem to have a large influence on boys' satisfaction with their appearance. a True b False

QuestionID: 04-2-35 Page-Reference: 116 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 36. Worldwide, about one in three children under age five suffers from malnutrition. a True b False QuestionID: 04-2-36 Page-Reference: 117-118 Topic: Physical Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 37. Malnutrition is not common in industrialized countries. a True b False QuestionID: 04-2-37 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: b. False 38. The effects of malnutrition are especially damaging during infancy. a True b False QuestionID: 04-2-38 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 39. Malnutrition affects a child's intelligence and ability to pay attention. a True

b False QuestionID: 04-2-39 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 40. The effects of malnutrition can be cured simply by providing an adequate diet. a True b False QuestionID: 04-2-40 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: b. False 41. In Canada, 979,000 children in Canada—almost one in seven—lives in poverty. Many of these children go to bed hungry, and although children are only 22 percent of the population, 37 percent of food bank users in 2008 were children. Such problems may be issues for Canada's Indigenous Peoples. a True b False QuestionID: 04-2-41 Page-Reference: 117 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 42. People with bulimia may purge food from their bodies by taking laxatives. a True b False QuestionID: 04-2-42 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?

Answer: a. True 43. Both anorexia and bulimia mostly affect females and typically emerge during adolescence. a True b False QuestionID: 04-2-43 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: a. True 44. Childhood overweight and obesity are significant problems worldwide and are more prevalent among Indigenous Peoples, particularly in the far North in Canada. a True b False QuestionID: 04-2-44 Page-Reference: 120 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: a. True 45. In Canada, about one-third of Canadian children and adolescents are overweight. a True b False QuestionID: 04-2-45 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: a. True 46. Heredity and lack of sleep are just two factors that contribute to obesity in children. a True b False QuestionID: 04-2-46 Page-Reference: 120-122 Topic: Challenges to Healthy Growth

Skill: Factual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: a. True 47. The most effective weight-loss programs for obese children involve training for the parents as well. a True b False QuestionID: 04-2-47 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Conceptual Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: a. True 48. Infectious diseases are the leading killers of young children worldwide. a True b False QuestionID: 04-2-48 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: a. True 49. Many childhood deaths can be prevented with simple treatments such as vaccinations. a True b False QuestionID: 04-2-49 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: a. True 50. Pneumonia, diarrhea, measles, malaria, and malnutrition account for the vast majority of childhood deaths worldwide. a True b False

QuestionID: 04-2-50 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: a. True 51. After one year of age, the most common cause of childhood death in North America is malnutrition. a True b False QuestionID: 04-2-51 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: b. False 52. Motor vehicle accidents are the most common cause of accidental death in children. a True b False QuestionID: 04-2-52 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: a. True 53. A major Canadian research study by the Joint Working group on First Nations, Inuit and Métis Infant Mortality, a collaboration between national Indigenous organizations and federal and provincial government bodies, noted that there is a definite need to improve both the amount and the quality of information to better understand disparities in Indigenous infant mortality statistics compared to those for the general population in Canada. a True b False QuestionID: 04-2-53 Page-Reference: 123 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development?

Answer: a. True 54. One of the most common causes of death among American adolescent boys is firearms. a True b False QuestionID: 04-2-54 Page-Reference: 124 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: a. True 55. The cell body sends information to other neurons. a True b False QuestionID: 04-2-55 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: b. False 56. A part of the neuron called the dendrite receives information from other neurons. a True b False QuestionID: 04-2-56 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: a. True 57. The small knobs at the ends of the axon are called synapses. a True b False QuestionID: 04-2-57 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual

Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: b. False 58. The wrinkled surface of the brain is called the corpus callosum. a True b False QuestionID: 04-2-58 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: b. False 59. The ability to produce and understand language is usually largely due to neurons in the left hemisphere of the brain. a True b False QuestionID: 04-2-59 Page-Reference: 126-130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: a. True 60. The ability to perceive spatial relations is usually largely due to neurons located in the left hemisphere of the brain. a True b False QuestionID: 04-2-60 Page-Reference: 126-130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: b. False 61. Almost all of the neurons that the brain will ever have are produced between 10 and 28 weeks after conception. a True b False

QuestionID: 04-2-61 Page-Reference: 126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: a. True 62. In the months after birth, the brain grows rapidly. The number of dendrites increases, and so does the number of synapses, reaching a peak number about the first birthday. Soon after, synapses begin to disappear gradually. This disappearance is known as synaptic pruning. a True b False QuestionID: 04-2-62 Page-Reference: 126-127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: a. True 63. Around seven months after conception, all six layers of the brain are in place. a True b False QuestionID: 04-2-63 Page-Reference: 126-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: a. True 64. The gradual disappearance of synapses is thought to be beneficial because it weeds out synapses that are not frequently used. a True b False QuestionID: 04-2-64 Page-Reference: 127 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain

begin to function? Answer: a. True 65. Functional magnetic resonance imaging (fMRI) involves measuring the brain's electrical activity from electrodes placed on the scalp. a True b False QuestionID: 04-2-65 Page-Reference: 128 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: b. False 66. There is a region in the temporal cortex that seems to play a special role in recognizing faces. a True b False QuestionID: 04-2-66 Page-Reference: 129 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: a. True Chapter 04 Essay Questions 1. Discuss the two distinct trends that children's growth follows. QuestionID: 04-3-01 Page-Reference: 105-108 Topic: Physical Growth Skill: Conceptual Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A good answer will include the following key points: - The two distinct trends are cephalocaudal and proximodistal. - Cephalocaudal literally means "head to tail"—a general neuronal maturation from head to foot. - Proximodistal means close in to farther out—maturation from the centre of the body to the extremities.

- Control of gross (overall) muscular movement develops before finer control of the extremities (e.g., hands and feet). 2. Your friend Lafon has a newborn son named Lamar. Lamar was a healthy full-term infant who weighed 7 pounds 6 ounces at birth. While you and Lafon are shopping for clothes for Lamar in a very expensive children's store, you notice that Lafon is loading her cart with lots of 0- to 3-month size clothes. You ask Lafon if she thinks it's a good idea to spend so much money on clothes that Lamar will outgrow very quickly. What can you tell Lafon about physical growth during the first year of life that may change her mind about these clothes? QuestionID: 04-3-02 Page-Reference: 105-108 Topic: Physical Growth Skill: Applied Objective: 4.1.1. What are the important features of physical growth during childhood? How do they vary from child to child? Answer: A good answer will be similar to the following: The first year of life is a time of very rapid physical growth. The average baby will grow 25 centimeters and will gain 7 kilograms during the first year of life. If Lafon buys clothes that fit Lamar perfectly now, he probably won't be able to fit in them in a few short weeks. After telling these facts to Lafon, you might want to ask her if she will get her money's worth out of these expensive little outfits. Fortunately, this rapid growth does taper off and Lafon might want to buy more expensive clothes when Lamar is older and is not growing so quickly. 3. Julian is very concerned about the amount of sleep that his infant is getting. He is very strict about his infant's sleep schedule and insists that sleep is fundamental to his baby's growth and well-being. Would you agree or disagree? Discuss. QuestionID: 04-3-03 Page-Reference: 108-110 Topic: Physical Growth Skill: Applied Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A good answer will include the following key points: - Julian is correct, sleep is extremely important to a baby's growth. - Sleep is essential because about 80 percent of the hormone that stimulates growth (growth hormone) is secreted while children and adolescents sleep. - Sleep also affects children's psychological development—they may be more prone to behavioural problems if they don't get enough sleep. - Children also do less well in school if they aren't getting enough sleep (although this isn't necessarily applicable to the infant right now, it shows the importance of sleep). 4. What are some recommended guidelines for dealing with picky eaters?

QuestionID: 04-3-04 Page-Reference: 108-110 Topic: Physical Growth Skill: Factual Objective: 4.1.2. How do sleep and nutrition contribute to healthy growth? Answer: A good answer will include the following key points: - When possible, allow children to pick among different healthy foods. - Allow children to eat foods in any order they want. - Offer children new foods one at a time and in small amounts. - Encourage but don't force children to eat new foods. - When children reject a new food, continue to offer it over several meals so that it will become familiar. - Don't force children to "clean their plates." - Don't spend mealtimes talking about what the child is or is not eating; instead talk about other topics that interest the child. - Never use food to reward or punish children. - Show children photos of same-age, same-sex peers who look happy when eating the target food. 5. You want to prepare your child for her approaching puberty by discussing physical changes associated with puberty. What are the first signs that puberty has begun and what physical changes will occur later? Discuss the characteristics of puberty for girls and for boys. QuestionID: 04-3-05 Page-Reference: 111-116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A good answer will include the following key points: - Girls: * Puberty begins with the growth of the breasts and the growth spurt, followed by the appearance of pubic hair. * During the growth spurt, a girl may gain 9 kilograms in a year. * Although there is variation, menstruation typically begins around the age of 13. - Boys: * Puberty begins with the growth of the testes and scrotum, followed by the appearance of pubic hair, the start of the growth spurt, and growth of the penis. * During the growth spurt, a boy may gain 11 kilograms in a year. * Most boys have their first spontaneous ejaculation at about age 13. 6. Research has shown that maturing early or late has psychological consequences that differ for boys and girls. Discuss. QuestionID: 04-3-06 Page-Reference: 111-116 Topic: Physical Growth Skill: Conceptual

Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A good answer will include the following key points: - Several longitudinal studies have shown that early maturation can be harmful for girls - Girls who mature early often lack self-confidence, are less popular, are more likely to be depressed and to have behaviour problems, and are more likely to smoke and drink. - Possibly because early maturation may lead girls to relationships with older boys and these girls not prepared to cope with the demands of these mature relationships – may be pressured into sex, become teenage mothers, etc. - As adults, may have less prestigious, lower-paying jobs. - But the harmful effects of early maturation can be offset by other factors – e.g., when early maturing girls have warm, supportive parents, they are less likely to suffer the harmful consequences of early maturation. - Maturing early can be harmful for boys too - Early-maturing boys are at risk for psychological disorders such as depression. - Also, they are more prone to substance abuse and to inappropriately early sexual activity. - May cause problems with peer relationships (because their friends have not matured at same rate). - May then spend more time with older boys (exposing them to risky behaviour). - Effects of early maturation are weaker for boys than they are for girls. - For boys and girls, maturing late poses few risks - Late-maturing girls fare well - Late-maturing boys are at a somewhat greater risk for depression. 7. You have an 11-year-old daughter and your best friend has an 11-year-old son. Your friend thinks that your daughter has entered puberty and is wondering when his son will begin puberty and what physical events will occur during puberty. What can you tell your friend about puberty in general and the differences in onset of puberty in boys and girls? QuestionID: 04-3-07 Page-Reference: 111-116 Topic: Physical Growth Skill: Applied Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: A good answer will be similar to the following: Puberty is characterized by many physical changes that usually begin at age 11 in girls and at about age 13 in boys. The adolescent growth spurt is a period of very rapid growth when adolescents put on both height and weight. This growth spurt usually lasts about a few years. In girls, puberty begins with the growth of the breasts, then the start of the adolescent growth spurt, the emergence of pubic hair, and finally the onset of menstruation, or menarche, which usually occurs around age 13. For boys, puberty usually begins with the growth of the testes and scrotum, followed by the appearance of pubic hair, the start of the growth spurt, and growth of the penis. Because girls tend to begin puberty at earlier ages than do boys, it is quite likely that your daughter has entered puberty and that your friend's son has not. Tell your friend not to worry because his son has not yet reached the average age at which boys enter puberty. 8. What are the characteristics of malnourishment and how should it be treated?

QuestionID: 04-3-08 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: A good answer will include the following key points: - Characteristics: * Malnourishment is indicated by being small for one's age. * Malnourishment happens in third world countries and in industrialized nations. * Malnourishment is particularly dangerous during infancy because growth is so rapid at that time. * Malnutrition affects intelligence and the ability to pay attention. * Malnourished children tend to be listless, inactive, unresponsive, and lethargic. - Treatment: * The most successful treatments involve both improving a child's diet and parent training to teach them how to provide experiences that foster their children's development. 9. Your friend sees you buying baby food and formula for the food bank and says "I don't think many babies end up at food banks!" What would you tell her about malnutrition in Canada and about the importance of early nutrition on growth? QuestionID: 04-3-09 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: A good answer will resemble the following: Almost 1 in 7 Canadian children lives in poverty. Children accounted for 37 percent of food bank users in Canada in 2008. Malnourishment is very damaging during infancy because growth is occurring so quickly during these years. When children have a history of being malnourished, they often have difficulty maintaining attention in school and are easily distracted. Therefore, ensuring that young children do not go without food is very important for their cognitive development. 10. Your friend Freja is the mother of a 13-year-old daughter, Yvonne. Freja is concerned that Yvonne is anorexic because she "eats like a bird." What can you tell Freja about the causes and symptoms of anorexia that will help her identify if Yvonne is anorexic? QuestionID: 04-3-10 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively? Answer: A good answer will be similar to the following: Tell Freja that the typical anorexic is an adolescent female like Yvonne. Teenagers at greater risk of an eating

disorder include those who have a childhood history of eating problems, such as being a picky eater or being diagnosed with pica. Teenagers who have negative self-esteem or mood or anxiety disorders are also at risk. The most important risk factors for adolescents, though, are being overly concerned about one's body and weight and having a history of dieting. Even if Yvonne and her family match this description, she may not be anorexic. An anorexic will limit food intake to such a great extent that she will become painfully thin but will perceive herself as being overweight. If Yvonne shows any of these signs, she should seek medical treatment right away. If left untreated, anorexia can lead to death. 11. What are some things that correlate with obesity and what are the features of effective weight-loss programs? QuestionID: 04-3-11 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: A good answer will include the following key points: - Correlates: * Unpopular with peers * Low self-esteem * Poor performance in school * Medical problems including high blood pressure and diabetes - Weight-loss programs should have the following features in common * The focus should be to change children's eating habits, encourage them to become more active, and discourage sedentary behaviour. * Children should learn to monitor their eating, exercise, and sedentary behaviour. Goals are established in each area, and rewards are earned when goals are met. * Parents are trained to help children set realistic goals and to use behavioural principles to help children meet these goals. Parents also monitor their own lifestyles to make sure they aren't fostering their child's obesity. 12. Your friend Dorothy is upset because her adopted 13-year-old daughter is overweight, and she is worried about the impact of the extra weight on her daughter's health. No one else in the family has a weight problem. What can you tell Dorothy about the influence of heredity and environment on one's weight? What advice can you give Dorothy about weight loss in children? QuestionID: 04-3-12 Page-Reference: 120-122 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.3. Why do some children become obese? How can they lose weight permanently? Answer: A good answer will be similar to the following: Tell Dorothy that heredity plays an important role in juvenile obesity. Adopted children's weight is related to the weight of their biological parents and not to the weight of their adoptive parents. Genetic influence may contribute to obesity by determining a person's activity level and one's basal metabolic rate (the speed with

which the body consumes calories). A less active person with a slower basal metabolic rate will be more likely to be overweight than someone who is active and has a faster basal metabolic rate. Dorothy may also be providing an environment that encourages her daughter to eat even when she is not hungry. For example, many parents encourage their children to clean their plates at the dinner table even though the child may be full. An effective weight loss program should involve a focus on changing the child's eating habits and encouraging her to become more active, and to discourage sedentary behaviour. The child should also learn to monitor her eating, exercise, and sedentary behaviour. On reaching a goal, she could be offered a reward. As well, Dorothy could be trained to help her daughter set realistic goals and to use behavioural principles to help meet her goals. It would be a good idea for Dorothy to monitor her own lifestyle to be sure she isn't accidentally fostering her child's obesity. 13. Your friends have an 18-month-old who often becomes fussy when he is in his car seat for long periods of time so they will take him out of the car seat. What can you tell your friends that might make them change their minds about this unsafe practice? QuestionID: 04-3-13 Page-Reference: 122-124 Topic: Challenges to Healthy Growth Skill: Applied Objective: 4.2.4. How do diseases and accidents threaten children's development? Answer: A good answer will be similar to the following: You can tell your friends that accidental deaths are the most common cause of death in young children in North America. Furthermore, the most common cause of accidental death is motor vehicle accidents. Many of these motor vehicle deaths could have been prevented if the children had been restrained in an approved car seat. When children aren't restrained, they often are thrown through the windshield or onto the road, which causes fatal injuries. If your friends' son becomes fussy in his car seat on long trips, a better solution to his fussiness is to stop and take a break rather than removing him from his car seat while the car is in motion. 14. Describe neurons, cell bodies, dendrites, and axons. QuestionID: 04-3-14 Page-Reference: 125-126 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized? Answer: A good answer will include the following key points: - The neuron is a cell that specializes in receiving and transmitting information and is the basic unit in the brain and the rest of the nervous system. - The cell body is the centre of the neuron, containing basic biological machinery that keeps the neuron alive. - The dendrite is the receiving end of a neuron, and it looks like a tree with many branches. - The axon is a tube-like structure at the opposite end of the neuron from the dendrite, and it sends information to other neurons. 15. What methods have scientists used to map functions onto particular brain regions?

QuestionID: 04-3-15 Page-Reference: 126-131 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will include the following key points: - Studies of children with brain damage—Children who suffer brain injuries provide valuable insights into brain structures and function in that if a region of the brain regulates a particular function, damage to that region should impair the function. - Studies of electrical activity—If a region of the brain regulates a function, then the region should show distinctive EEG (electroencephalogram) patterns while a child is using that function. - Studies using imaging techniques—Functional magnetic resonance imaging (f-MRI) uses magnetic fields to track the flow of blood in the brain as participants perform different cognitive tasks. 16. Describe the behaviours regulated by each of the following regions of the brain: left hemisphere, right hemisphere, frontal cortex. QuestionID: 04-3-16 Page-Reference: 125-131 Topic: The Developing Nervous System Skill: Factual Objective: 4.3.1. What are the parts of a nerve cell? How is the brain organized?, 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will be similar to the following: The left hemisphere controls the ability to produce and understand language, to reason, and to compute. The right hemisphere regulates artistic and musical abilities, perception of spatial relationships, and ability to recognize faces and emotions. The frontal cortex controls personality and the ability to make and carry out plans, and the ability to inhibit responses that are no longer appropriate. It also regulates feelings such as happiness, sadness, and fear. 17. Define experience-expectant growth and experience-dependent growth. Give examples of each. QuestionID: 04-3-17 Page-Reference: 130 Topic: The Developing Nervous System Skill: Conceptual Objective: 4.3.2. When is the brain formed in prenatal development? When do different regions of the brain begin to function? Answer: A good answer will resemble the following: Experience-expectant growth refers to the fact that in human evolution, infants have typically been exposed to certain types of stimuli at specific points in development. This stimulation helps to strengthen some connections

in the brain and eliminate others (use it or lose it). The example given in the text is that a seed depends on a water-filled environment to grow properly—the young brain depends on a stimulating environment to do the same. There are many examples where an under stimulating environment resulted in poor cognitive growth (Genie; the children being raised in understaffed orphanages). Experience-dependent growth refers to changes in the brain that are not linked to specific points in development and that vary across individuals and across cultures. Some examples might include learning to play an instrument, learning to speak a second language, learning complicated physical movements involved in dance or gymnastics, etc.

Chapter 05: Perceptual and Motor Development Chapter 05 Multiple-Choice Questions 1. The nervous system receives, selects, modifies, and organizes stimulation from the world by using A) genetic processes. B) emotional processes. C) physical and motor processes. D) sensory and perceptual processes. QuestionID: 05-1-01 Page-Reference: 135 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) sensory and perceptual processes. 2. Babies pay attention when a novel stimulus is first presented, but they pay less attention as it becomes more familiar. This phenomenon is called A) discrimination. B) interposition. C) an orienting response. D) habituation. QuestionID: 05-1-02 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) habituation. 3. When an infant habituates to a stimulus, such as a picture, A) the infant will pay more attention to the stimulus as it becomes more familiar. B) the infant's heart rate will drop as the stimulus becomes more familiar. C) the infant's behaviour does not change as the stimulus becomes more familiar. D) the infant will pay less attention to the stimulus as it becomes more familiar. QuestionID: 05-1-03 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) the infant will pay less attention to the stimulus as it becomes more familiar.

4. Four-month-old Courtney has habituated to the mobile over her crib. You would expect Courtney to A) show a preference for that mobile over other mobiles. B) spend less time looking at it now than when it was first placed over her crib. C) show the same behaviour toward the mobile now as she did when she first saw it. D) spend more time looking at it now than when it was first placed over her crib. QuestionID: 05-1-04 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: B) spend less time looking at it now than when it was first placed over her crib. 5. When Ravi first received a new toy, he played with it all the time. The longer he had it, the less he played with it. This change in Ravi's behaviour is an example of A) habituation. B) differentiation. C) an orienting response. D) priming. QuestionID: 05-1-05 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A) habituation. 6. In newborns, the sense of smell is A) not developed at all. B) very primitive. C) fair. D) well developed. QuestionID: 05-1-06 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) well developed. 7. Newborns' sense of smell A) is so poor that they cannot identify their mothers using the sense of smell.

B) is very different from that of adults. Newborns will turn away from odours that adults find pleasant (e.g., honey or chocolate). C) is well-developed at birth. D) is poorly developed because they do not turn away from unpleasant smells (e.g., rotten eggs). QuestionID: 05-1-07 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) is well-developed at birth. 8. Shelley is convinced that her two-week-old baby can smell the difference between her breast milk and the breast milk she received from a donor. Her husband thinks she has a vivid imagination because there is no way a newborn baby could detect the difference. What does research evidence suggest? A) Shelley's husband is right. Two-week-old infants have no sense of smell. B) Shelley's husband is right. Two-week-old infants can smell very strong smells, but they can't make fine discriminations such as between two different mother's breast milk. C) Shelley is right. Two-week-old infants can identify the smell of their mother's breast milk. D) Shelley's baby may be able to identify the taste but not the smell of her mother's breast milk. QuestionID: 05-1-08 Page-Reference: 136-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) Shelley is right. Two-week-old infants can identify the smell of their mother's breast milk. 9. Pooja is interested in finding out whether infants can distinguish between bitter and salty tastes. What would be the most effective way to investigate her question? A) Ask adults when they first remembered eating something bitter and something salty. B) Repeatedly present one taste either bitter or salty and see whether infants habituate to it. C) Observe infants' facial expressions or head movements to see whether they respond differently to bitter and salty tastes. D) Use infants or toddlers who are old enough to answer questions about how things taste. QuestionID: 05-1-09 Page-Reference: 137 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) Observe infants' facial expressions or head movements to see whether they respond differently to bitter and salty tastes.

10. Newborns are able to detect which of the following tastes? A) salty and sour tastes B) sweet and salty tastes C) bitter and sour tastes D) salty, sour, bitter, and sweet tastes QuestionID: 05-1-10 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) salty, sour, bitter, and sweet tastes 11. Most newborns prefer which of the following tastes? A) salty and sour tastes B) bitter and sweet tastes C) sweet and salty tastes D) sour and bitter tastes QuestionID: 05-1-11 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) sweet and salty tastes 12. If Harry, a newborn baby, were able to choose the taste of a substance put in his mouth, what kind of taste would you expect him to choose? A) something sour or bitter B) something bitter or sweet C) something salty or bitter D) something sweet or salty QuestionID: 05-1-12 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) something sweet or salty 13. One-month-old Mari's grimace after tasting a substance suggests that what she tasted was A) bitter.

B) salty. C) sweet. D) spicy. QuestionID: 05-1-13 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A) bitter. 14. Because the taste of her mother's milk is affected by what her mother has just eaten, Baby Bonita is likely to prefer nursing after her mother has eaten A) candy. B) a grapefruit. C) a lemon. D) strong coffee. QuestionID: 05-1-14 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A) candy. 15. Your friends John and Luiz are wondering whether their newborn son can feel pain. What can you tell them about infants' ability to feel pain? A) Infant nervous systems are not sufficiently developed to transmit pain. B) The skin of infants does not have as many pain receptors as does the skin of adults. C) Behaviour suggests that newborns do not experience pain. D) Physical development and behaviour suggests that newborns are capable of feeling pain. QuestionID: 05-1-15 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: D) Physical development and behaviour suggests that newborns are capable of feeling pain. 16. ___________________ has been found to provide some pain relief to newborns. A) Presenting a loud noise B) A touch stimulus to the cheek C) Giving a taste of sucrose

D) Maintaining direct eye contact QuestionID: 05-1-16 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: C) Giving a taste of sucrose 17. The pain cry in infants A) is often accompanied by agitated movements of hands and arms. B) has a low pitch. C) is easily soothed. D) begins gradually. QuestionID: 05-1-17 Page-Reference: 137-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A) is often accompanied by agitated movements of hands and arms. 18. The term "auditory threshold" refers to A) the range of pitches in normal conversational tones. B) the quietest sound a person can hear. C) the level of sound at which hearing impairments begin to occur. D) sounds that can be heard by adults but not by infants. QuestionID: 05-1-18 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: B) the quietest sound a person can hear. 19. You visit your mother and she wants to know what you have learned in school recently. Having just read the section on infant hearing in your textbook, what would you tell your mother you have learned? A) Infants are not able to hear at all. B) Infants can hear, but not as well as adults. C) Infants' hearing is about the same as that of adults. D) Infants have better hearing than adults. QuestionID: 05-1-19

Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: B) Infants can hear, but not as well as adults. 20. Infants' auditory thresholds are A) lower than that of adults. B) about the same as that of adults. C) higher than that of adults. D) not able to be measured. QuestionID: 05-1-20 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: C) higher than that of adults. 21. Allan wants to know what kind of sounds his newborn son can hear the best. What could you tell him about infant auditory capabilities? A) Infants can best hear sounds that are pitched in the range of human speech. B) Infants can best hear high-pitched sounds. C) Infants can best hear low-pitched sounds. D) Infants can hear sounds of all pitches equally well. QuestionID: 05-1-21 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A) Infants can best hear sounds that are pitched in the range of human speech. 22. Jeremiah was born with a hearing impairment. The most likely cause of his hearing impairment is A) heredity. B) maternal disease during pregnancy. C) maternal drug use during pregnancy. D) maternal exposure to environmental contaminants during pregnancy. QuestionID: 05-1-22 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied

Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A) heredity. 23. The leading cause of hearing impairments that occur after birth is A) inherited disease. B) meningitis. C) child abuse. D) accidents. QuestionID: 05-1-23 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: B) meningitis. 24. Which parent should be most concerned about a possible hearing impairment? A) Kristen, whose one-year-old daughter has had repeated ear infections. B) Katy, whose two-month-old son does not respond to his name. C) Abby, whose six-month-old daughter seems to overreact to loud sounds. D) Virginia, whose 12-month-old son is starting to imitate speech sounds. QuestionID: 05-1-24 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A) Kristen, whose one-year-old daughter has had repeated ear infections. 25. Tomas and Alva should begin to be concerned about a possible hearing impairment if their infant son does not begin to imitate speech sounds and simple words by A) one month of age. B) four months of age. C) six months of age. D) 12 months of age. QuestionID: 05-1-25 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: D) 12 months of age.

26. A possible sign of a hearing impairment is if an infant ________ by six months of age. A) does not respond to its own name B) does not begin to imitate speech sounds and simple words C) does not turn its head in the direction of sounds D) is not startled by sudden, loud sounds QuestionID: 05-1-26 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: D) is not startled by sudden, loud sounds 27. If an infant does not respond to its own name by ________ months, parents should begin to be concerned about a possible hearing impairment. A) one or two B) four or five C) nine D) 12 QuestionID: 05-1-27 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: C) nine 28. Detection of hearing impairments early in infancy A) is not possible. B) is not predictive of hearing impairments later in life. C) does not increase the probability of treatment success. D) increases the likelihood of being able to treat the problem. QuestionID: 05-1-28 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: D) increases the likelihood of being able to treat the problem. 29. Parents should be concerned about their child's hearing if the child A) doesn't imitate speech sounds and simple words by six months of age.

B) has repeated ear infections. C) responds strongly to loud, sudden noises. D) turns its head in the direction of sounds. QuestionID: 05-1-29 Page-Reference: 139 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: B) has repeated ear infections. 30. ________ is the smallest pattern that can be visually distinguished dependably. A) Visual perception B) Depth perception C) Retinal disparity D) Visual acuity QuestionID: 05-1-30 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: D) Visual acuity 31. Visual acuity assesses how A) clearly an infant can see. B) well an infant can perceive depth. C) well an infant can perceive colour. D) retinal images in the left and right eyes compare. QuestionID: 05-1-31 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A) clearly an infant can see. 32. Both of Sharif's parents wear glasses to correct nearsighted vision and they're wondering whether Sharif needs glasses. Sharif's parents are concerned about Sharif's A) depth perception. B) visual acuity. C) retinal disparity. D) cones.

QuestionID: 05-1-32 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: B) visual acuity. 33. Infant Nina will probably look longest at A) a black square. B) a white triangle. C) a grey circle. D) black and white stripes. QuestionID: 05-1-33 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: D) black and white stripes. 34. Dr. Burns shows two stimuli at a time to an infant, one a grey square and the other a black-and-white striped square. The striped squares differ in the width of their stripes. Dr. Burns measures how long the infant looks at each of the stimuli. Dr. Burns is assessing A) depth perception. B) visual acuity. C) retinal disparity. D) ADHD. QuestionID: 05-1-34 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: B) visual acuity. 35. At what age can babies track movement with their eyes? A) From birth. B) One month. C) Two months. D) Six months. QuestionID: 05-1-35

Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A) From birth. 36. Jared has typical visual acuity for a newborn. He can see at 6 metres what his father, who has normal vision, can see at ________ metres. A) 6 B) 20 C) 60-120 D) 500-1000 QuestionID: 05-1-36 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: C) 60-120 37. By what age do infants typically have vision as good as that of normal adults? A) at birth B) by two months of age C) by one year of age D) by two years of age QuestionID: 05-1-37 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: C) by one year of age 38. Colour is detected with specialized neurons in the retina of the eye called A) cones. B) wavelengths. C) optic nerves. D) rods. QuestionID: 05-1-38 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual

Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A) cones. 39. Light we see as the colour ________ has a relatively long wavelength. A) blue B) violet C) yellow D) red QuestionID: 05-1-39 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: D) red 40. Differences in ________ are related to differences in colour perception. A) retinal disparity B) wavelengths of light C) visual acuity D) pattern detection QuestionID: 05-1-40 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: B) wavelengths of light 41. Yi-Yong wants to know when her newborn daughter will see colours in the same way she does. According to your text, infant colour vision is similar to adult colour vision A) at birth. B) by three to four months of age. C) by seven to eight months of age. D) by 12 months of age. QuestionID: 05-1-41 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: B) by three to four months of age.

42. Ryan's daughter is three months old. If she is like other infants her age, she will likely prefer ________ over other colours. A) yellow and orange B) green and purple C) red and blue D) pink and brown QuestionID: 05-1-42 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: C) red and blue 43. Information that is presented simultaneously to different sensory modes provides A) linear perspective. B) texture gradients. C) intersensory redundancy. D) retinal disparity. QuestionID: 05-1-43 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses? Answer: C) intersensory redundancy. 44. Infants are more likely to detect differences in an adult's emotional expression, when information is presented using A) video only. B) audio only. C) audio and video simultaneously. D) either audio or video only. QuestionID: 05-1-44 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses? Answer: C) audio and video simultaneously. 45. The theory of intersensory redundancy says that infants learn best when

A) information is presented simultaneously to multiple senses. B) information is presented to one sense at a time. C) information is presented to multiple senses, but at different moments. D) information is presented with as little sensory stimulation as possible. QuestionID: 05-1-45 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses? Answer: A) information is presented simultaneously to multiple senses. 46. When perceiving objects, infants tend to A) group objects together when they are the same colour. B) group objects that have different texture. C) group objects when their edges are separated. D) group objects that are of different sizes.. QuestionID: 05-1-46 Page-Reference: 143 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: A) group objects together when they are the same colour. 47. Which of the following do infants use to determine which elements go together to form an object? A) motion only B) colour only C) aligned edges only D) motion, colour, texture, and aligned edges QuestionID: 05-1-47 Page-Reference: 143 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: D) motion, colour, texture, and aligned edges 48. The realization that an object's actual size remains the same despite changes in the size of its retinal image is referred to as A) retinal disparity. B) size constancy. C) object permanence.

D) shape constancy. QuestionID: 05-1-48 Page-Reference: 143-144 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: B) size constancy. 49. Alina is five months old. Her mother brings home two teddy bears that are exactly the same except for their size. She lets Alina look at one of the teddy bears for some time, then shows Alina the same bear, but at a different distance, paired with the other, larger bear. What is Alina's other testing? A) Alina's shape constancy B) Alina's eyesight C) Alina's size constancy D) Alina's love of teddy bears QuestionID: 05-1-49 Page-Reference: 143-144 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: C) Alina's size constancy 50. Four-month-old Jinani is likely to have A) a sense of size constancy, but not of shape constancy. B) a sense of colour and shape constancy, but not of size constancy. C) no sense of size, shape, or colour constancy. D) a sense of size, shape, and colour constancy. QuestionID: 05-1-50 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: D) a sense of size, shape, and colour constancy. 51. A visual cliff is used to assess A) visual acuity. B) retinal disparity. C) depth perception. D) colour perception.

QuestionID: 05-1-51 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: C) depth perception. 52. Dr. Kerriq placed a baby on a glass-covered platform with one side that looked shallow under the glass and another side that looked deep under the glass. He then asked the mother to call the baby to come to her. Dr. Kerriq appears to be interested in A) visual acuity. B) depth perception. C) colour perception. D) object permanence. QuestionID: 05-1-52 Page-Reference: 144-146 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: B) depth perception. 53. The majority of the crawling infants in the Gibson and Walk study of depth perception using a visual cliff A) demonstrated no fear of crawling over the deep side. B) demonstrated depth perception. C) would crawl over the deep side when called by their mothers. D) could not discriminate the shallow side from the deep side. QuestionID: 05-1-53 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: B) demonstrated depth perception. 54. Seven-month-old Ramila was placed on the deep side of a visual cliff apparatus. You would be most likely to find that her heart rate ________, a sign of ________. A) decelerated; interest B) accelerated; interest C) decelerated; fear D) accelerated; fear

QuestionID: 05-1-54 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: D) accelerated; fear 55. Jacques is two months old. He is placed on the deep side of the visual cliff. What will likely happen? A) He will feel fear. B) His heart rate will accelerate. C) His heart rate will decelerate. D) He won't react at all. QuestionID: 05-1-55 Page-Reference: 144-145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: C) His heart rate will decelerate. 56. Which visual cue refers to the fact that as an object moves closer, it fills an ever-greater proportion of the retina? A) Visual expansion. B) Kinetic cues. C) Motion parallax. D) Retinal disparity. QuestionID: 05-1-56 Page-Reference: 144-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: A) Visual expansion. 57. The fact that when a person views an object, the retinal images in the left and right eyes differ is called A) a linear perspective. B) a texture gradient. C) retinal disparity. D) relative size. QuestionID: 05-1-57 Page-Reference: 145

Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: C) retinal disparity. 58. So-called "pictorial cues" are used to infer depth A) in the newborn. B) beginning at three months of age. C) by seven months of age. D) after the first birthday. QuestionID: 05-1-58 Page-Reference: 145 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: C) by seven months of age. 59. Haley is looking at Bill. The two retinal images of Bill in Haley's eyes are nearly identical. This suggests that A) Bill is very close to Haley. B) Bill is very far from Haley. C) Haley will have difficulty judging how far Bill is from her. D) Haley can see Bill very clearly. QuestionID: 05-1-59 Page-Reference: 145 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: B) Bill is very far from Haley. 60. It does appear that children with _______________ have difficulty in recognizing faces and with interpreting facial emotional expression. A) allergies B) hearing issues C) nutritional issues D) autism spectrum disorders QuestionID: 05-1-60 Page-Reference: 146 Topic: Complex Perceptual and Attentional Processes Skill: Factual

Objective: 5.2.1. How do infants perceive objects? Answer: D) autism spectrum disorders 61. Interposition, texture gradient, relative size, and linear perspective all provide cues for A) visual acuity. B) depth perception. C) colour perception. D) visual threshold. QuestionID: 05-1-61 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: B) depth perception. 62. A depth cue that involves parallel lines coming together at a single point in the distance is referred to as A) texture gradient. B) retinal disparity. C) interposition. D) linear perspective. QuestionID: 05-1-62 Page-Reference: 147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: D) linear perspective. 63. Interposition refers to the fact that A) nearby objects look substantially larger than objects in the distance. B) parallel lines come together at a single point in the distance. C) the texture of objects changes from coarse but distinct for nearby objects to finer and less distinct for distant objects. D) nearby objects partially obscure more distant objects. QuestionID: 05-1-63 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects?

Answer: D) nearby objects partially obscure more distant objects. 64. If you looked at a picture of a dog and a cat, when would you judge the cat to be further away than the dog? A) When the cat looks clear and distinct while the dog looks blurry. B) When the cat looks large and the dog looks small. C) When the cat is partially obscured by the dog. D) When retinal images of the cat differ greatly while retinal images of the dog are nearly identical. QuestionID: 05-1-64 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: C) When the cat is partially obscured by the dog. 65. One-month-old Godfrey is shown a picture of an attractive human face and a picture of an unattractive human face. How is he most likely to respond? A) He will spend more time looking at the unattractive face. B) He will spend more time looking at the attractive face. C) He will spend the same amount of time looking at each face. D) He won't be interested in either face. QuestionID: 05-1-65 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: B) He will spend more time looking at the attractive face. 66. When three-month-olds look at faces, they A) prefer to look at faces from their own race. B) prefer to look at faces from races different from their own. C) have no racial preferences at all. D) do not notice racial differences. QuestionID: 05-1-66 Page-Reference: 146-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: A) prefer to look at faces from their own race.

67. The early development of face-recognition skill is adaptive because A) it ensures that very young infants can recognize their caregivers. B) it guards against any long-term impacts on face processing in the case of infants with congenital cataracts. C) it ensures that infants will react similarly to faces and objects. D) it provides a basis for social relationships. QuestionID: 05-1-67 Page-Reference: 147-148 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: D) it provides a basis for social relationships. 68. ________ is the process by which we select information that will be processed further. A) Habituation B) Orienting response C) Attention D) Differentiation QuestionID: 05-1-68 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop? Answer: C) Attention 69. Jakov was visiting his aunt and uncle when his cousin suddenly started playing the piano. Jakov was startled, stared at his cousin playing the piano, and had an increase in heart rate. Jakov was displaying A) differentiation. B) an orienting response. C) habituation. D) an attention deficit. QuestionID: 05-1-69 Page-Reference: 147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop? Answer: B) an orienting response. 70. Which of the following statements is true? A) Younger children are as likely as older children to remind themselves that they need to pay attention.

B) Younger children are less able to maintain focus than older children. C) Younger and older children are equally distracted by extraneous information. D) Younger children do not usually show an orienting response. QuestionID: 05-1-70 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop? Answer: B) Younger children are less able to maintain focus than older children. 71. Carla has trouble keeping her attention on a task. What might help Carla improve her attention? A) Remove all objects that are not necessary for the task. B) Try to create a more pleasant work environment by playing some music while Carla is working on her task. C) Stop nagging her about staying on task and expect her to be responsible for paying attention on her own. D) Invite some other children to sit at the table and keep her company while she works. QuestionID: 05-1-71 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop? Answer: A) Remove all objects that are not necessary for the task. 72. Attention deficit hyperactivity disorder A) is more common in girls than boys. B) is equally common among girls and boys. C) is more common in boys than in girls. D) occurs only in boys. QuestionID: 05-1-72 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: C) is more common in boys than in girls. 73. Michel has difficulty keeping still, is unable to concentrate on schoolwork, and often acts without thinking. Michel is showing signs of A) intellectual disability. B) giftedness. C) ADHD.

D) typical childhood behaviour. QuestionID: 05-1-73 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: C) ADHD. 74. Children with attention deficit hyperactivity disorder (ADHD) A) tend to think carefully before acting. B) are well-liked by their peers at school. C) often do poorly in school. D) usually have below-normal levels of intelligence. QuestionID: 05-1-74 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: C) often do poorly in school. 75. Which of the following is a symptom of ADHD? A) staying on task B) being reflective C) doing well in school D) being unusually energetic QuestionID: 05-1-75 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children’s development? Answer: D) being unusually energetic 76. Research suggests that ADHD A) can be helped with psychosocial treatments. B) is caused by too much sugar. C) is something that children usually grow out of in adolescence or young adulthood. D) is often incorrectly diagnosed in children who do not have ADHD. QuestionID: 05-1-76 Page-Reference: 149-150

Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: A) can be helped with psychosocial treatments. 77. Which of the following is true about ADHD? A) Most children grow out of ADHD. B) Monozygotic twins are often both diagnosed with ADHD but this is uncommon for dizygotic twins. C) ADHD is caused by watching too much television. D) Many healthy children are wrongly diagnosed with ADHD. QuestionID: 05-1-77 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: B) Monozygotic twins are often both diagnosed with ADHD but this is uncommon for dizygotic twins. 78. In the treatment of ADHD A) medication is of little benefit. B) depressants are the most helpful type of medication. C) psychosocial treatments are not effective. D) both medication and psychosocial treatment can be effective. QuestionID: 05-1-78 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: D) both medication and psychosocial treatment can be effective. 79. Which of the following is a likely cause of ADHD? A) heredity B) food allergies C) sugar consumption D) poor home life QuestionID: 05-1-79 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: A) heredity 80. Roughly three to seven percent of all school-age children are diagnosed with ADHD; boys outnumber girls by a ratio of ______________. Rates of ADHD diagnosis are even higher among ___________ populations for both children and youth. A) nineteen to two; Canadian B) four to one; Indigenous C) one to two; females D) twenty to twelve; adults QuestionID: 05-1-80 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: B) four to one; Indigenous 81. Coordinated movements of the muscles and limbs are referred to as A) psychological skills. B) social skills. C) cognitive skills. D) motor skills. QuestionID: 05-1-81 Page-Reference: 151 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: D) motor skills. 82. Which is a form of locomotion? A) holding a bottle B) crawling C) using a stick shift D) building with blocks QuestionID: 05-1-82 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: B) crawling 83. Who is performing a fine-motor skill? A) Johnny, who is walking B) Guy, who is rolling over C) Vincenzo, who is scribbling with a pencil D) Juan, who is playing soccer QuestionID: 05-1-83 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: C) Vincenzo, who is scribbling with a pencil 84. Kamar has just learned to sit without support. Which motor milestone would you expect he has not yet achieved but will master the soonest? A) holding his chin and chest up B) crawling C) standing while holding an object for support D) walking QuestionID: 05-1-84 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: C) standing while holding an object for support 85. Haley is two months old. Which of the following motor milestones is she likely to have most recently attained? A) chest up B) sitting with support C) standing with help D) grasping object QuestionID: 05-1-85 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

typically master them? Answer: A) chest up 86. Motor development involves many distinct skills that are organized and reorganized over time to meet the demands of specific tasks according to A) intersensory redundancy. B) dynamic systems theory. C) differentiation. D) interposition. QuestionID: 05-1-86 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: B) dynamic systems theory. 87. In newborns, upright posture is virtually impossible due in part to their tendency to A) be top-heavy. B) be bottom-heavy. C) have a more developed trunk than limbs. D) have more developed limbs than trunk. QuestionID: 05-1-87 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: A) be top-heavy. 88. Most four-month-olds A) do not have the muscles necessary to keep their balance. B) use cues from the inner ears to maintain balance. C) use only visual cues to maintain balance. D) cannot maintain balance if they are blindfolded. QuestionID: 05-1-88 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

typically master them? Answer: B) use cues from the inner ears to maintain balance. 89. When infants are held upright over a treadmill A) most three-month-olds demonstrate alternate stepping. B) most six- and seven-month-olds demonstrate alternate stepping. C) only 10-month-olds demonstrate alternate stepping. D) only infants who could walk already demonstrate alternate stepping. QuestionID: 05-1-89 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: B) most six- and seven-month-olds demonstrate alternate stepping. 90. To judge whether a surface is suitable for walking, infants will use A) retinal disparity. B) habituation. C) environmental cues. D) integration. QuestionID: 05-1-90 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: C) environmental cues. 91. Dynamic systems theory considers the importance of A) differentiation and integration of individual skills. B) intersensory redundancy. C) the orienting response and habituation. D) retinal disparity, size constancy, and linear perspective. QuestionID: 05-1-91 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them?

Answer: A) differentiation and integration of individual skills. 92. ________ refers to breaking down complex skills into their component parts. A) Differentiation B) Integration C) Motor skills D) Locomotion QuestionID: 05-1-92 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: A) Differentiation 93. In order to learn to do a triple jump in ice skating, Karabo broke the triple jump into its component parts–the take-off, the individual turns, and the landing–and practiced each of those individually. Karabo was using ________ to master a complex act. A) locomotion B) fine-motor skills C) integration D) differentiation QuestionID: 05-1-93 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: D) differentiation 94. Combining the component skills of a complex motion to form a working whole is called A) a fine-motor skill. B) myelinization. C) differentiation. D) integration. QuestionID: 05-1-94 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants

typically master them? Answer: D) integration. 95. After first learning to do a backbend and then learning to stand up from a backbend, Janine combined those two elements to do a complete back walkover. Janine's combining of the two component skills to perform a more complex skill is referred to as A) differentiation. B) locomotion. C) a fine-motor skill. D) integration. QuestionID: 05-1-95 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: D) integration. 96. In _________, infants sit and walk at younger ages. A) Europe B) Canada C) the United States D) some traditional African cultures QuestionID: 05-1-96 Page-Reference: 154-155 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: D) some traditional African cultures 97. Empress' parents carried her around "piggyback style" when she was an infant. This means that Empress likely A) sat up and walked at a younger age than her peers who were not carried that way. B) sat up and walked at a later age than her peers who were not carried that way. C) is no different from her peers who were not carried that way. D) sat up later, but walked earlier than her peers who were not carried that way. QuestionID: 05-1-97 Page-Reference: 154-155 Topic: Motor Development

Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: A) sat up and walked at a younger age than her peers who were not carried that way. 98. When can infants usually reach for objects? A) By two months of age. B) By four months of age. C) By seven months of age. D) At birth. QuestionID: 05-1-98 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: B) By four months of age. 99. Of the following fine-motor skills, which is the latest to develop? A) shaking a toy B) moving a hand while holding an object C) using both hands in a coordinated way D) using only one hand to simply hold an object QuestionID: 05-1-99 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) using both hands in a coordinated way 100. Nellie has noticed that her three-month-old cannot coordinate the motions of his hands. When should she expect him to be able to do this? A) He should have been able to coordinate his hands at birth. B) He should be learning how to coordinate his hands right now–at about three months. C) He should be able to coordinate his hands at about five months. D) He won't be able to coordinate his hands until he is about one year. QuestionID: 05-1-100 Page-Reference: 154-156 Topic: Motor Development

Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) He should be able to coordinate his hands at about five months. 101. Mosu is six months old. How would you expect him to be feeding himself? A) He is unlikely to be able to feed himself at all, so is likely to be completely dependent on adults to get fed. B) He's probably beginning to be able to pick up finger foods, but is likely to have difficulty getting them in his mouth. C) He can probably use a spoon to bring food to his mouth, but may keep his wrist rigid. D) He should be able to use a spoon to eat using the same motions as an adult uses. QuestionID: 05-1-101 Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: B) He's probably beginning to be able to pick up finger foods, but is likely to have difficulty getting them in his mouth. 102. Most children use a spoon like an adult by the time they are A) six months old. B) 12 months old. C) 18 months old. D) 24 months old. QuestionID: 05-1-102 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: D) 24 months old. 103. Hand preference A) is apparent at birth. B) first becomes apparent at about six months of age. C) usually emerges sometime after the first birthday. D) does not become apparent until a child enters school. QuestionID: 05-1-103

Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) usually emerges sometime after the first birthday. 104. A preference for one hand over the other A) first becomes apparent when children enter school. B) is well established by the first birthday. C) is influenced by one's culture. D) is determined solely by heredity. QuestionID: 05-1-104 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) is influenced by one's culture. 105. What determines hand preference? A) heredity alone B) experience alone C) heredity and experience D) it has not been possible to find out what determines hand preference QuestionID: 05-1-105 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: C) heredity and experience 106. In a culture where children are discouraged from using their left hands and encouraged to use their right hands, you would expect to find A) the same number of left-handed children as you would find in a culture where right-handedness was not favoured. B) fewer left-handed children than you would find in a culture where right-handedness was not favoured. C) more left-handed children than you would find in a culture where right-handedness was not favoured. D) many tools and utensils designed specifically for left-handed individual.

QuestionID: 05-1-106 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: B) fewer left-handed children than you would find in a culture where right-handedness was not favoured. 107. In today's world, there is a worry that lack of experience in gripping and manipulating smaller objects, arguably due to over-use of modern ________, is causing difficulties for children. Constant use of touch screens and tablets may be having negative effects on development of fine motor movement and strength in finger muscles. Grip strength, particularly for the "pinch" used in holding a pen or pencil, has declined in recent decades, with millennials showing ________ grip strength compared to 1985 norms. Many children are thus not showing the same dexterity as in previous generations. A) technology; reduced B) drugs; increased C) cooking utensils; increased D) toys; the same QuestionID: 05-1-107 Page-Reference: 156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: A) technology; reduced 108. Physical education classes A) should meet more frequently each week to promote physical fitness. B) usually require high levels of activity during most of the class. C) should emphasize team sports that are fun for the children. D) do not need to emphasize lifetime physical activity. QuestionID: 05-1-108 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: A) should meet more frequently each week to promote physical fitness. 109. According to the information in your textbook, what recommendation would be most effective in improving the physical fitness of elementary-school aged children?

A) Have school physical education classes focus more on team sports. B) Have physical education classes spend more time on discussion of fitness and less time on exercising. C) Have physical education classes focus more on individual activities that can be done throughout life. D) Continue offering physical education classes in the same way as they are now because they have been shown to be very effective in improving children's fitness. QuestionID: 05-1-109 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: C) Have physical education classes focus more on individual activities that can be done throughout life. 110. Adult coaches should A) criticize the players. B) emphasize winning over skill development. C) have very high expectations for the children. D) encourage their players and emphasize skill development. QuestionID: 05-1-110 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: D) encourage their players and emphasize skill development. 111. Children are most likely to enjoy and continue to participate in a sport when A) winning is emphasized over skill development. B) coaches criticize players for bad plays. C) coaches communicate well and tailor their instructions to the children. D) coaches badmouth opponents and referees. QuestionID: 05-1-111 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: C) coaches communicate well and tailor their instructions to the children. 112. Studies conducted by the Children's Hospital of Eastern Ontario Research Institute in Ottawa and the University of Ottawa, in Ontario, have found that the more time children and youth spend outside, engaged in physical activity, the more positive the _________ outcomes. For example, sports can enhance

participants' self-esteem and can help them to learn initiative. Sports can also give children a chance to learn important social skills, such as how to work effectively as part of a group, often in complementary roles. Sport participation may also have beneficial effects on mental health for adolescents. Lynne Armstrong and Ian Manion from the University of Ottawa surveyed suicidal thinking in rural youth. They found that engagement in structured extracurricular activities such as sports teams had beneficial effects for adolescent mental health, giving feelings of competency and ______________ suicidal ideation. A) physical; decreasing B) heart rate; increasing C) nutritional; increasing D) psychosocial; decreasing QuestionID: 05-1-112 Page-Reference: 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: D) psychosocial; decreasing Chapter 05 True-False Questions 1. Coordinated movements of the muscles and limbs are referred to as sensory and perceptual processes. a True b False QuestionID: 05-2-01 Page-Reference: 135 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: b. False 2. Researchers often measure an infant's heart rate, facial expression, or head movements to see if the infant responds differently to two different stimuli. a True b False QuestionID: 05-2-02 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: a. True

3. When a stimulus, such as a tone, is presented to an infant over and over again, the infant will eventually habituate to the tone. a True b False QuestionID: 05-2-03 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: a. True 4. When a novel stimulus is presented to an infant, they will pay much attention. But they will pay less attention as it becomes more familiar. This phenomenon is known as habituation. a True b False QuestionID: 05-2-04 Page-Reference: 136 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: a. True 5. Young babies cannot use odour to identify their mothers' breast milk. a True b False QuestionID: 05-2-05 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: b. False 6. Newborns do not have a very strong sense of taste at birth. a True b False QuestionID: 05-2-06 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual

Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: b. False 7. Infants can differentiate sour, salty, bitter, and sweet tastes. a True b False QuestionID: 05-2-07 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: a. True 8. An infant can detect changes in the taste of his mother's breast milk that reflect the mother's diet. a True b False QuestionID: 05-2-08 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: a. True 9. Newborns don't seem to feel pain. a True b False QuestionID: 05-2-09 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: b. False 10. Mauro is two months old and needs to get his two-month vaccinations. Giving him a taste of something salty at the same time he experiences the pain of the injection will help him through the pain. a True b False QuestionID: 05-2-10

Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: b. False 11. Infants hear as well as adults. a True b False QuestionID: 05-2-11 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: b. False 12. Infants best hear sounds with pitches that are in the range of human speech. a True b False QuestionID: 05-2-12 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 13. Auditory threshold refers to the quietist sound that a person can hear. a True b False QuestionID: 05-2-13 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 14. Infants do not demonstrate sensitivity to the rhythmic structure of music. a True b False

QuestionID: 05-2-14 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: b. False 15. Meningitis is the leading cause of hearing impairment in newborns. a True b False QuestionID: 05-2-15 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: b. False 16. Parents should be concerned about their baby's hearing if the baby has repeated ear infections. a True b False QuestionID: 05-2-16 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 17. One sign of possible hearing impairment is that an eight- or nine-month-old does not respond to his/her name. a True b False QuestionID: 05-2-17 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True

18. A sign of possible hearing impairment is that a two-month-old does not imitate speech sounds and simple words. a True b False QuestionID: 05-2-18 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: b. False 19. Visual acuity is defined as the smallest pattern that can be distinguished dependably. a True b False QuestionID: 05-2-19 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: a. True 20. When testing an infant's visual acuity, looking at plain and patterned stimuli equally means that the infant cannot see the pattern. a True b False QuestionID: 05-2-20 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: a. True 21. Frankie is a new mother and someone just brought her newborn a mobile that has many colours. Frankie's newborn will be able to perceive the colours just as well as Frankie herself can right after birth. a True b False QuestionID: 05-2-21 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes

Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: b. False 22. Infants' colour perception is similar to adults' by three or four months of age. a True b False QuestionID: 05-2-22 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: a. True 23. Recent thinking is that that cross-modal perception is much more difficult for infants. a True b False QuestionID: 05-2-23 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses? Answer: b. False 24. According to Bahrick and Lickliter's intersensory redundancy theory, perception is best when information is presented redundantly to multiple senses. a True b False QuestionID: 05-2-24 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Factual Objective: 5.1.4. How do infants integrate information from different senses? Answer: a. True 25. Young infants group features together when they are the same colour. a True b False

QuestionID: 05-2-25 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 26. Young infants cannot use motion to define objects. a True b False QuestionID: 05-2-26 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: b. False 27. By four months, babies have mastered size constancy, brightness constancy, colour constancy, and shape constancy. a True b False QuestionID: 05-2-27 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 28. Babies who are one and a half months old who cannot crawl are afraid when they are placed on the deep side of the visual cliff. a True b False QuestionID: 05-2-28 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: b. False

29. Oscar is seven months old. When he is placed on the deep end of a visual cliff, his heart rate will likely decelerate. a True b False QuestionID: 05-2-29 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.1. How do infants perceive objects? Answer: b. False 30. When objects are near, greater disparity in retinal images occurs. a True b False QuestionID: 05-2-30 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 31. The depth cue known as motion parallax refers to the fact that moving objects that are farther away move across our visual field faster than those nearby. a True b False QuestionID: 05-2-31 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: b. False 32. At about four months of age, infants use retinal disparity as a depth cue. a True b False QuestionID: 05-2-32 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual

Objective: 5.2.1. How do infants perceive objects? Answer: a. True 33. When texture gradient is used to infer depth, people judge blurred objects to be near. a True b False QuestionID: 05-2-33 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: b. False 34. When relative size is used to infer depth, people judge smaller objects as closer. a True b False QuestionID: 05-2-34 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: b. False 35. When interposition is used to infer depth, people judge partially obscured objects as more distant. a True b False QuestionID: 05-2-35 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 36. Very young infants do not react differently to faces versus non-faces. a True b False QuestionID: 05-2-36 Page-Reference: 143-147

Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: b. False 37. Le Grand, Mondloch, Maurer, & Brent (2001) found that early visual experience is necessary for the normal development of face processing. a True b False QuestionID: 05-2-37 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 38. If an infant with normal visual capabilities does not show such typical facial recognition development, that may be a sign of an underlying issue, and research suggests that atypical development of facial recognition skills in infants and young children can be an indicator of a problem such as an autism spectrum disorder or ASD. a True b False QuestionID: 05-2-38 Page-Reference: 146 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: a. True 39. Attention is the process by which we select information that will be processed further. a True b False QuestionID: 05-2-39 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.2. What are the components of attention? How do they develop? Answer: a. True

40. Older preschoolers show more focused attention than do younger preschoolers. a True b False QuestionID: 05-2-40 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.2. What are the components of attention? How do they develop? Answer: a. True 41. Paying attention is all about focusing attention on the target task. a True b False QuestionID: 05-2-41 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.2. What are the components of attention? How do they develop? Answer: b. False 42. More girls than boys are diagnosed with ADHD. a True b False QuestionID: 05-2-42 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: b. False 43. Children with ADHD may be unusually energetic, fidgety, and unable to keep still. a True b False QuestionID: 05-2-43 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development?

Answer: a. True 44. ADHD is caused by eating too much sugar. a True b False QuestionID: 05-2-44 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: b. False 45. Scientists now believe that genes put some children at risk for ADHD by affecting the alerting and executive networks of attention and the brain structures that support those networks. a True b False QuestionID: 05-2-45 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: a. True 46. ADHD is often treated with stimulant drugs. a True b False QuestionID: 05-2-46 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: a. True 47. Psychosocial treatments have not been effective in the treatment of ADHD. a True b False QuestionID: 05-2-47 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes

Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: b. False 48. Roughly three to seven percent of all school-age children are diagnosed with ADHD; boys outnumber girls by a ratio of four to one. Rates of ADHD diagnosis are even higher among Indigenous populations for both children and youth. a True b False QuestionID: 05-2-48 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Factual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: a. True 49. By four months of age, most babies can sit upright with support. a True b False QuestionID: 05-2-49 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: a. True 50. By seven or eight months, most babies can stand with help. a True b False QuestionID: 05-2-50 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: a. True 51. Most babies take their first steps at 24 months.

a True b False QuestionID: 05-2-51 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: b. False 52. The ability to maintain an upright posture is one component skill of walking. a True b False QuestionID: 05-2-52 Page-Reference: 151-154 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: a. True 53. The cues for balance come from the eyes, not from the inner ears. a True b False QuestionID: 05-2-53 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: b. False 54. Moving the legs alternately while transferring body weight from one foot to the other is an essential element of walking. a True b False QuestionID: 05-2-54 Page-Reference: 151-154 Topic: Motor Development

Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: a. True 55. Children typically step spontaneously around 10 months of age. a True b False QuestionID: 05-2-55 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: a. True 56. Combining component motor skills in proper sequence into a coherent, working whole is called differentiation. a True b False QuestionID: 05-2-56 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: b. False 57. Infants are amazing—mastering individual skills and coordinating them well (e.g., building up to walking) happens very quickly. a True b False QuestionID: 05-2-57 Page-Reference: 151-154 Topic: Motor Development Skill: Factual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: b. False

58. Culture has no impact on children's ability to master individual skills and coordinate them well (e.g., walking). a True b False QuestionID: 05-2-58 Page-Reference: 154-155 Topic: Motor Development Skill: Conceptual Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: b. False 59. Most infants cannot coordinate the motions of their hands until they are 12 months old. a True b False QuestionID: 05-2-59 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: b. False 60. Most one-year-olds use spoons like adults do. a True b False QuestionID: 05-2-60 Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: b. False 61. A preference for one hand over the other emerges by the first birthday. a True b False QuestionID: 05-2-61

Page-Reference: 154-156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: a. True 62. There appears to be no relationship between heredity and handedness. a True b False QuestionID: 05-2-62 Page-Reference: 154-156 Topic: Motor Development Skill: Conceptual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: b. False 63. Constant use of touch screens and tablets may be having negative effects on development of fine motor movement and strength in finger muscles. Grip strength has declined in recent decades. Many children are thus not showing the same dexterity as in previous generations. a True b False QuestionID: 05-2-63 Page-Reference: 156 Topic: Motor Development Skill: Factual Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand? Answer: a. True 64. Almost all school children can meet fitness standards on fitness tests. a True b False QuestionID: 05-2-64 Page-Reference: 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports?

Answer: b. False 65. Children spend nearly half of their time in physical education classes standing around rather than being active. a True b False QuestionID: 05-2-65 Page-Reference: 157-159 Topic: Motor Development Skill: Factual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: a. True 66. Sports can give children an opportunity to learn important social skills, such as how to work effectively in a group. a True b False QuestionID: 05-2-66 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: a. True 67. Children develop better skills when their coaches emphasize winning. a True b False QuestionID: 05-2-67 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: b. False 68. Studies conducted by the Children's Hospital of Eastern Ontario Research Institute in Ottawa and the University of Ottawa, in Ontario, have found that the less time children and youth spend outside, engaged in physical activity, the more positive the psychosocial outcomes. a True b False

QuestionID: 05-2-68 Page-Reference: 157-159 Topic: Motor Development Skill: Conceptual Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: b. False Chapter 05 Essay Questions 1. What is habituation and how is it used to study perception in infants? QuestionID: 05-3-01 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?, 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A good answer will include the following key points: - Habituation is when babies pay less and less attention to a stimulus as it becomes more familiar. - Infants usually prefer novel stimuli to familiar stimuli. - Researchers use habituation to study perception by repeatedly presenting a stimulus (e.g., a low-pitched tone) until a baby barely responds (they habituate). - Then they present a second stimulus (e.g., a higher-pitched tone). - If infant responds strongly, then researchers conclude that the baby can distinguish between the two stimuli (i.e., the baby can perceive the differences). 2. Describe what is known about how well infants can smell, taste, and feel. QuestionID: 05-3-02 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A good answer will include the following key points: - Smell: * Highly developed at birth. * Infants respond positively to pleasant smells and negatively to unpleasant smells. * Infants can recognize mother's breast milk odour by two weeks of age. - Taste: * Highly developed at birth. * Infants can distinguish between salty, sour, bitter, and sweet tastes. * Most infants prefer sweet tastes. - Touch:

* Infants are sensitive to touch at birth. * Many areas of an infant's body respond reflexively to touch. * Babies can experience pain. 3. Shane doesn't think that the senses are functioning in babies who are only a few weeks old. What can you tell Shane about the sense of taste? QuestionID: 05-3-03 Page-Reference: 135-138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain? Answer: A good answer will be similar to the following: Even very young infants have a highly developed sense of taste. They can tell the difference between sweet, salty, bitter, and sour tastes. In fact, infants seem to react to those tastes in ways that are similar to adults' reactions. For example, most infants will smile and lick their lips while drinking a sweet substance. Infants also grimace after tasting sour and bitter substances. 4. What is auditory threshold and how is it tested in infants? QuestionID: 05-3-04 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A good answer will include the following key points: - Auditory threshold refers to the quietest sound that a person can hear. - In one method, the infant is seated on a parent's lap while both parent and baby wear headphones, as does an observer seated in another room. - The observer watches the baby through an observation window. - An experimenter periodically presents tones to the baby over the headphones; neither the observer nor the parent knows when the tones are presented (they can't hear them). - The observer judges whether the baby responds in any fashion, such as by turning their head or altering facial expression - If the baby heard the tone, the observer should have noted a response only when a tone was presented. 5. Your friends Jack and Jill are the parents of a new baby boy. Jill has relatives who have some hearing impairment so they are worried about their son's hearing. What can you tell Jack and Jill about the signs of hearing impairment that they should watch for in their son? QuestionID: 05-3-05 Page-Reference: 138 Topic: Basic Sensory and Perceptual Processes Skill: Applied

Objective: 5.1.2. How well do infants hear? How do they use sounds to understand their world? Answer: A good answer will be similar to the following: The first sign of hearing impairment that parents should look for in a newborn is a lack of response to sudden, loud noises. Second, repeated ear infections might be a sign of damage to the ear. Third, by nine months a baby with normal hearing should turn its head in the direction of sounds and respond to its own name. Fifth, by 12 months a baby with normal hearing should begin to imitate speech sounds. Jack and Jill should watch for these signs and seek treatment immediately for any hearing impairment. If hearing impairment is recognized and dealt with at an early age, a child's cognitive and social development will be normal. 6. Based on what you know about the infant's visual system, how would you decorate a child's nursery so that it is consistent with the young infant's visual ability? Include information on acuity and pattern perception. QuestionID: 05-3-06 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Applied Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A good answer will be similar to the following: Visual acuity is defined as the smallest pattern that can be distinguished dependably. The visual acuity in newborns is very poor so any visual stimuli (such as a mobile in a crib) would need to be placed close to the infant. At least in the first few months, infants wouldn't care much about colours since they can perceive few. Infants like to look at patterns that resemble faces. In fact, some manufacturers make mobiles and other infant toys that contain drawings of faces. 7. Discuss what is known about infant visual acuity and colour perception. QuestionID: 05-3-07 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A good answer will be similar to the following: - Visual acuity: * Newborns and one-month-olds see at 6 metres what normal adults see at 60 to 120 metres. * Infant visual acuity is about the same as a normal adult's by one year of age. - Colour perception: * Infants detect wavelength–and therefore colour–with specialized neurons called cones that are in the retina of the eye. * Neural circuitry for perceiving colour gradually begins to function in the first few months after birth. * Newborns can perceive few colours, but by three months can see the full range of colours. 8. Compare how a one-month-old infant and a three-month-old infant would look at a face. Are infants

innately attracted to faces? Explain your answer. QuestionID: 05-3-08 Page-Reference: 138-140 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.3. How accurate is infants' vision? Do infants perceive colour? Answer: A good answer will be similar to the following: Young babies (one-month-olds) look mostly at the outer edges of a face. By three months of age, babies focus almost entirely on the interior of the face, particularly the eyes and lips. Some scientists assert that babies are innately attracted to stimuli that are face-like. They argue that there is some aspect of the face—perhaps two eyes and a mouth in the correct arrangement—that constitutes a distinctive stimulus that is readily recognized, even by newborns. Newborns turn their eyes to follow a moving face more than they turn their eyes for nonface stimuli, supporting the view that infants are innately attracted to faces. At four weeks, though, infants begin to track all moving stimuli, not just faces. One idea is that newborns' face tracking is a reflex, based on primitive circuits in the brain, that is designed to enhance attention to facelike stimuli. Whether or not face preference is truly innate, early development of face-recognition skill is adaptive, since it provides the basis for social relationships that infants form during the rest of the first year. 9. Discuss Bahrick and Lickliter's intersensory redundancy theory. QuestionID: 05-3-09 Page-Reference: 140-142 Topic: Basic Sensory and Perceptual Processes Skill: Conceptual Objective: 5.1.4. How do infants integrate information from different senses? Answer: A good answer will include the following key points: - Infant's perceptual system is particularly attuned to amodal information that is presented to multiple sensory modes. - Certain information is amodal in that it can be presented in different senses. - The theory proposes that perception is best—particularly for young infants—when information is presented redundantly to multiple senses. - When an infant sees and hears the mother clapping (visual, auditory information), she focuses on the information conveyed to both senses and pays less attention to information that is only available in one sense, such as the colour of the mother's nail polish. 10. List and briefly describe the four types of pictorial cues that are used in depth perception. QuestionID: 05-3-10 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes

Skill: Factual Objective: 5.2.1. How do infants perceive objects? Answer: A good answer will include the following key points: - Linear perspective: Parallel lines come together at a single point in the distance - Texture gradient: The texture of objects changes from coarse but distinct for nearby objects to finer and less distinct for distant objects - Interposition: Nearby objects partially obscure more distant objects - Relative size: Nearby objects look substantially larger than objects in the distance 11. Discuss what is known about infant depth perception and the visual cliff, drawing on the research by Gibson and Walk. QuestionID: 05-3-11 Page-Reference: 143-147 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.1. How do infants perceive objects? Answer: A good answer will be similar to the following: - Depth perception: * The visual cliff, a glass-covered platform with a deep side and a shallow side under the glass, has been used to assess infant depth perception. * Visual cliff experiments suggest that infants can perceive depth by the time they are old enough to crawl. * Babies as young as one and a half months can detect a difference between the shallow and deep sides of the visual cliff (as evidenced by heart rate deceleration, a sign of interest), but only older, crawling babies are actually afraid of the deep side (as evidenced by heart rate acceleration, a sign of fear). Infants infer depth using several kinds of cues: retinal disparity, linear perspective, texture gradient, relative size, and interposition. 12. Your friends Elmo and Dawn have a three-year-old daughter, Courtney. Dawn stays at home with Courtney during the day while Elmo is at work. Often in the evening, Courtney will say "Mom, Mom, Mom" repeatedly before Dawn responds to her. Elmo cannot understand why Dawn keeps ignoring Courtney. When Courtney says "Dad" he always responds right away. How would you explain what's happening using what you know about the selective nature of attention, orienting responses, and habituation? QuestionID: 05-3-12 Page-Reference: 147-149 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.2. What are the components of attention? How do they develop? Answer: A good answer will be similar to the following: When people are first presented with a stimulus (such as someone calling "Mom") they show an orienting response. They may startle, look toward the stimulus (in this case, Courtney), and respond. When a stimulus is repeated over and over people will eventually habituate. In other words, they will pay less attention to the

stimulus with repeated exposure. Habituation indicates that attention is selective—with repeated exposure people begin to ignore stimuli that once attracted their attention. In the case of Dawn and Courtney, Dawn hears Courtney say "Mom" hundreds of times during the day before Elmo gets home from work. Dawn has habituated to the stimulus of Courtney saying "Mom" so by evening she often does not pay much attention to this stimulus. Elmo, however, has not been around Courtney as much and has not habituated to her saying "Dad." Dawn isn't being a bad mother but is showing the selective nature of attention. 13. Discuss the symptoms, causes, and treatment of attention deficit hyperactivity disorder (ADHD). QuestionID: 05-3-13 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Conceptual Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: A good answer will be similar to the following: - Symptoms * Inattention * Hyperactivity * Impulsivity - Causes * Heredity contributes. * Research does not support a connection between TV, food allergies, sugar, or poor home life and ADHD. - Treatment * Stimulant drugs, such as Ritalin. * Teaching children to learn to regulate their behaviour and attention. * Reinforcing children for inhibiting impulsive and hyperactive behaviour. * There is no "quick fix"; ADHD requires ongoing monitoring and treatment. 14. Fred and Wilma's five-year-old son, Frank, has just been diagnosed as having attention deficit hyperactivity disorder. Fred and Wilma believe that now that Frank is taking the drug Ritalin everything will be fine. What can you tell Fred and Wilma about other treatments for ADHD? QuestionID: 05-3-14 Page-Reference: 149-150 Topic: Complex Perceptual and Attentional Processes Skill: Applied Objective: 5.2.3. What is attention deficit hyperactivity disorder? How does it affect children's development? Answer: A good answer will be similar to the following: Although Ritalin helps ADHD children calm down, it is not the only approach. Prosocial treatments can help children regulate their behaviour and attention. For example, children should be taught to remind themselves to read instructions before starting assignments. Children also need to be reinforced for inhibiting impulsive behaviour. There may be helpful home-based intervention and intensive summer programs. ADHD should probably be considered a chronic condition, monitored and treated on an ongoing basis.

15. Your friend Carter is concerned that his daughter is not crawling at eight months even though the books say she should be. He asks you about it, indicating they've done everything "by the books" including always putting his daughter "back-to-sleep" to reduce the risk of SIDS (sudden infant death syndrome … see Chapter 3 as well). He wonders if her late crawling will have long-term developmental consequences. What would you tell him? QuestionID: 05-3-15 Page-Reference: 151-154 Topic: Motor Development Skill: Applied Objective: 5.3.1. What are the component skills involved in learning to walk, and at what age do infants typically master them? Answer: A good answer will be similar to the following: European and North American infants are crawling at older ages today than they once did. This could be a consequence of the "back-to-sleep" campaign that advocates putting children to sleep on their backs to reduce the incidence of Sudden Infant Death Syndrome. Because today's infants spend less time on their tummies, they have fewer opportunities to develop arm strength and to learn to propel themselves forwards or backwards (creeping). However, Carter should not be alarmed. This will not have any long-term consequences for his daughter and the benefits of reducing the risks of SIDS far outweigh any consequences for late crawling. In some traditional African cultures, infants sit and walk at younger ages because infants are commonly carried by their parents in the piggyback style, which helps develop muscles in the infants' trunk and legs. The Kipsigis of Kenya help children learn to sit by having them sit while propped up. The mothers of the West Indians of Jamaica have an elaborate exercise routine that allows babies to practise walking. Infants with these opportunities learn to sit and walk earlier. In contrast, the Ache, an Indigenous group in Paraguay, protect infants and toddlers from harm by carrying them constantly. In Chinese cities, parents often allow their children to crawl only on a bed surrounded by pillows, in part because they don't want their children crawling on a dirty floor. In both cases, infants reach motor milestones a few months later than the average. Because today's babies spend less time on their tummies, they have fewer opportunities to discover that they can propel themselves by creeping, which would otherwise prepare them for crawling. Cultural practices can accelerate or delay the early stages of motor development, depending on the nature of practice that infants and toddlers receive. In the long run, however, the age of mastering various motor milestones is not critical for children's development. All healthy children learn to walk, and whether this happens a few months before or after the "typical" ages shown in Figure 5-8 has no bearing on children's later development. 16. Your friend Alex and Katya have noticed that their nine-month-old daughter, Mariana, often uses her left hand to pick up objects. Alex and Katya are both right-handed, and they wonder why Mariana may be showing signs of being left-handed. What can you tell your friends about the roles of heredity and environment in the development of hand preference? QuestionID: 05-3-16 Page-Reference: 154-156 Topic: Motor Development Skill: Applied Objective: 5.3.2. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to use one hand?

Answer: A good answer will be similar to the following: Young infants use their left and right hands equally so it is unlikely that Mariana's use of her left hand now will predict her later hand preference. By 12 months, most children start to show a preference for one hand over the other. Throughout the preschool years, preference for one hand becomes stronger and more consistent so that by the time the child enters kindergarten hand preference is well established. Heredity does influence handedness. Identical twins are more likely than fraternal twins to have the same handedness. Given that both Alex and Katya are right-handed, it is less likely that they have genes for left-handedness to pass along. Experience also plays a role in the development of hand preference and modern industrial cultures favour right-handedness. Given that Mariana has two right-handed parents who are likely to encourage right-handed behaviour, she will probably become right-handed, but it is too early to tell 17. Research shows that fewer than half of children meet fitness standards on fitness tests. Additional evidence indicates that physical education in schools is not meeting children's needs. What are some suggestions that you might make for improving physical education in schools? QuestionID: 05-3-17 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: A good answer will include the following key points: - Offer physical education more frequently each week (as opposed to once a week) - Offer a range of activities in which all children can participate, and which can be the foundation for a lifelong program of physical fitness (e.g., walking, running, swimming) - Emphasize these lifetime physical fitness activities (e.g., walking, running, swimming, racquet sports) more than team sports (e.g., touch football) - Encourage families to promote fitness at home 18. Your neighbour has just accepted a coaching position for a children's soccer team. This is his first time as a coach, and he is not sure whether to be really tough on the children to make them better, like some of his former coaches, or whether to be a "nice guy" like some of his other coaches, who didn't seem to care about winning at all costs. What guidelines could you give him about what he can do to encourage the children to enjoy being on the team and to want to continue to play soccer? QuestionID: 05-3-18 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: A good answer will include the following key points: - The Coaching Association of Canada recommends that coaches follow these principles: - Coach positively: Praise children, don't criticize them. - Be sure that children have fun!

- Be a good communicator. - Understand children's minds and tailor instructions appropriately. 19. Kimiko wants her children to be more active. What advice can you give her? QuestionID: 05-3-19 Page-Reference: 157-159 Topic: Motor Development Skill: Applied Objective: 5.3.3. Are children physically fit? Do they benefit from participating in sports? Answer: A good answer will be similar to the following: Kimiko should consider signing her children up for organized sports. Children involved in organized sports are more active than those who are not. Also, children are highly influenced by the activity level of their parents. So, if Kimiko wants her children to be more active, she should try to be more active herself.

Chapter 06: Theories of Cognitive Development Chapter 06 Multiple-Choice Questions 1. Piaget was trained as a A) psychologist. B) medical doctor. C) biologist. D) neurologist. QuestionID: 06-1-01 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: C) biologist. 2. Piaget's primary approach to investigating the origins of knowledge involved A) debate. B) introspection. C) experiments with children. D) discussion with other scientists. QuestionID: 06-1-02 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: C) experiments with children. 3. According to Piaget A) children will not be curious unless parents provide a stimulating environment. B) children create theories about how the world works. C) children are capable of abstract thought from the time they are born. D) children's thinking is very similar to adults' thinking. QuestionID: 06-1-03 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: B) children create theories about how the world works.

4. Piaget thought children were like A) little scientists. B) miniature adults. C) blank slates. D) computers. QuestionID: 06-1-04 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: A) little scientists. 5. Emerson is an 8-month-old who has learned quite enthusiastically to say "doggy!" whenever she sees her aunt's dog. When Emerson's mother takes her to the zoo, she yells, "doggy!" when she sees a bear. This is an example of A) accommodation. B) assimilation. C) disequilibrium. D) reinforcement. QuestionID: 06-1-05 Page-Reference: 162 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: B) assimilation. 6. According to Piaget, more advanced mental structures would not develop without A) reinforcement. B) short-term storage space. C) imitation. D) disequilibrium. QuestionID: 06-1-06 Page-Reference: 163 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: D) disequilibrium. 7. Who is experiencing disequilibrium? A) Becky, who is doing much more accommodating than assimilating

B) Sandy, who is doing more assimilating than accommodating C) Jane, who is doing equal amounts of assimilating and accommodating D) Carla, who is not doing any assimilating or accommodating QuestionID: 06-1-07 Page-Reference: 163 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: A) Becky, who is doing much more accommodating than assimilating 8. Which of the following is the correct order of Piaget's stages? A) sensorimotor, concrete operational, preoperational, and formal operational B) sensorimotor, preoperational, concrete operational, and formal operational C) sensorimotor, preoperational, formal operational, and concrete operational D) the order varies from individual to individual QuestionID: 06-1-08 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) sensorimotor, preoperational, concrete operational, and formal operational 9. Each new stage of cognitive development A) is fundamentally the same as the previous stage. B) is marked by a distinctive way of thinking about and understanding the world. C) occurs every two years during childhood. D) can be skipped by children who are smarter than their peers. QuestionID: 06-1-09 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) is marked by a distinctive way of thinking about and understanding the world. 10. According to Piaget, preschoolers are in the ________ period of cognitive development. A) preoperational B) concrete operational C) sensorimotor D) formal operational

QuestionID: 06-1-10 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) preoperational 11. According to Piaget, a seven to 11-year-old child is in the ________ period. A) preoperational B) conservational C) formal operational D) concrete operational QuestionID: 06-1-11 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) concrete operational 12. Which of the following would violate the principles of Piaget's theory? A) if identical twins reached the preoperational stage at different times B) if more intelligent children went through the stages faster than less intelligent children C) if a gifted child skipped the concrete operational stage and went directly to the formal operational stage D) if a child went through a revolutionary change of thought at two years of age QuestionID: 06-1-12 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) if a gifted child skipped the concrete operational stage and went directly to the formal operational stage 13. Moses knows that even though he cannot see his favourite blanket, it still exists. Moses understands the concept of A) assimilation. B) accommodation. C) object permanence. D) equilibrium. QuestionID: 06-1-13 Page-Reference: 164-168

Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) object permanence. 14. According to Piaget, infants do not have a full understanding of object permanence until A) 1 month of age. B) 6 months of age. C) 12 months of age. D) 18 months of age. QuestionID: 06-1-14 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) 18 months of age. 15. According to Piaget, most infants begin to use symbols at about A) birth to 1 month. B) 4 months. C) 8 months. D) 18 months. QuestionID: 06-1-15 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) 18 months. 16. Which of the following abilities marks the end of the sensorimotor period? A) the ability to use mental symbols B) walking C) talking D) the decline of egocentrism QuestionID: 06-1-16 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: A) the ability to use mental symbols 17. When infants begin using ________, they are then able to mentally anticipate consequences rather than having to perform them. A) object permanence B) reflexes C) means to achieve ends D) symbols QuestionID: 06-1-17 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) symbols 18. Which infant is using mental symbols? A) Ipo, who is kicking his leg over and over B) Dan, who is squeezing different toys to see if they squeak C) Paulo, who is climbing up on a chair to reach a toy on a shelf D) Peter, who is saying "Vrrrrroooommm!" and moving his hand like a car QuestionID: 06-1-18 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) Peter, who is saying "Vrrrrroooommm!" and moving his hand like a car 19. If an 8- to 12-month-old child watches while a toy that has been hidden in one location is then hidden in a new location, most A) cannot find the toy. B) cannot decide whether to look for the toy in the old or the new location. C) look for the toy in the old location, indicating that they do not understand that objects exist independently. D) look for the toy in the new location, indicating that they understand that objects exist independently. QuestionID: 06-1-19 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) look for the toy in the old location, indicating that they do not understand that objects exist

independently. 20. Piaget's ________ stage is characterized by the child's use of symbols to represent objects and events. A) formal operational B) sensorimotor C) concrete operational D) preoperational QuestionID: 06-1-20 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) preoperational 21. The inability of the young child to grasp the fact that his or her view of the world, both literally and figuratively, may be but one of many is known as A) animism. B) conservation. C) egocentrism. D) intellectual realism. QuestionID: 06-1-21 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) egocentrism. 22. When preoperational children are asked to identify different perspectives of model mountains on a table, which of the following characteristics of preoperational thought do they demonstrate? A) egocentrism B) animism C) centration D) intellectual realism QuestionID: 06-1-22 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) egocentrism

23. ________ would best explain why Joey thinks that when he sees Winnie the Pooh on TV and shows him a picture that Winnie the Pooh can see the picture just like he can. A) Centration B) Animism C) Appearance as reality D) Egocentrism QuestionID: 06-1-23 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) Egocentrism 24. Centration is characterized by A) difficulty in seeing the world from another's outlook. B) crediting inanimate objects with real-life properties. C) believing an object's appearance tells what the object is really like. D) focusing on one aspect of a problem while ignoring other relevant aspects of the problem. QuestionID: 06-1-24 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) focusing on one aspect of a problem while ignoring other relevant aspects of the problem. 25. Piaget used ________ experiments to see whether children realized that characteristics of objects remained the same despite changes in physical appearance. A) circular reaction B) conservation C) deductive reasoning D) equilibration QuestionID: 06-1-25 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) conservation 26. In a conservation of liquid experiment, Victoria is shown two identical beakers filled with the same amount of juice. The juice from one of the beakers is poured into a taller, thinner beaker. Victoria now

thinks there is more juice in the tall, thin beaker than in the original beaker. Victoria appears to be in Piaget's ________ stage of cognitive development. A) preoperational B) concrete operational C) sensorimotor D) formal operational QuestionID: 06-1-26 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) preoperational 27. Preoperational children's incorrect responses on conservation tasks are best explained by the ________ which is characteristic of their thought. A) egocentrism B) deductive reasoning C) centration D) animism QuestionID: 06-1-27 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) centration 28. According to Piaget, the concrete operational child A) cannot reverse mental operations. B) cannot solve conservation tasks. C) thinks in a way that is limited to the tangible and real. D) doesn't know that appearances can be deceiving. QuestionID: 06-1-28 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) thinks in a way that is limited to the tangible and real. 29. During Piaget's ________ stage, children begin using mental operations to solve problems. A) formal operational

B) concrete operational C) sensorimotor D) preoperational QuestionID: 06-1-29 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) concrete operational 30. ________ are strategies and rules that make thinking more systematic and more powerful. A) Circular reactions B) Symbolic processes C) Mental operations D) Scaffolds QuestionID: 06-1-30 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) Mental operations 31. Which characteristic of the concrete operational child's thinking allows him or her to solve Piaget's conservation problem? A) reversible mental operations B) hypothetical thinking C) egocentrism D) animism QuestionID: 06-1-31 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) reversible mental operations 32. ________ thought is rule-oriented and logical but limited to the tangible and real. A) Sensorimotor B) Formal operational C) Preoperational D) Concrete operational

QuestionID: 06-1-32 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) Concrete operational 33. During Piaget's ________ stage, individuals become capable of abstract, hypothetical thought and deductive reasoning. A) concrete operational B) formal operational C) preoperational D) sensorimotor QuestionID: 06-1-33 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) formal operational 34. Who is likely to be able to answer a hypothetical question such as, "What would happen if no one had to work anymore?" A) preoperational thinkers only B) formal operational thinkers only C) concrete operational thinkers only D) concrete operational and formal operational thinkers QuestionID: 06-1-34 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) formal operational thinkers only 35. The formal operational child approaches problems by A) forming hypotheses and systematically evaluating all possibilities. B) trial-and-error. C) relying on past experience. D) using centration. QuestionID: 06-1-35

Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) forming hypotheses and systematically evaluating all possibilities. 36. When formal operational thinkers are faced with a problem such as figuring out what combination of clear liquids will produce a blue liquid, they will A) haphazardly mix liquids to find the correct combination. B) become confused and irritated. C) systematically test hypotheses about different combinations of liquids. D) concentrate on trying to pour the liquids without spilling them. QuestionID: 06-1-36 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) systematically test hypotheses about different combinations of liquids. 37. When concrete operational and formal operational thinkers are asked to combine a number of clear liquids to produce a blue liquid A) neither the concrete operational child nor the formal operational adolescent test the combinations of liquids in a systematic manner. B) only the concrete operational child tests the combinations of liquids in a systematic manner. C) only the formal operational child tests the combinations of liquids in a systematic manner. D) both the concrete operational child and the formal operational adolescent test the combinations of liquids in a systematic manner. QuestionID: 06-1-37 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) only the formal operational child tests the combinations of liquids in a systematic manner. 38. Which of the following is characteristic of formal operational thought? A) animism B) centration C) deductive reasoning D) reasoning that is limited to the tangible and real QuestionID: 06-1-38

Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) deductive reasoning 39. Consider the following: Premise 1: If an animal barks, it is a dog. Premise 2: A snail barks. The concrete operational child would fail to draw the conclusion that "a snail is a dog" because his or her conclusions are based on A) tertiary circular reactions. B) experience. C) deductive reasoning. D) egocentrism. QuestionID: 06-1-39 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: B) experience. 40. In contrast to concrete operational thinkers, formal operational thinkers A) can reach counterfactual conclusions. B) can use mental operations. C) do not confuse appearances with reality. D) are not centred in their thinking. QuestionID: 06-1-40 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) can reach counterfactual conclusions. 41. Which of the following is NOT characteristic of formal operational thinking? A) abstract thinking B) hypothetical reasoning C) deductive reasoning D) centration QuestionID: 06-1-41

Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: D) centration 42. According to Piaget, cognitive development is complete when the ________ period is reached. A) concrete operational B) preoperational C) formal operational D) sensorimotor QuestionID: 06-1-42 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: C) formal operational 43. Piaget's theory A) stimulated research in the area of cognitive development. B) viewed children as playing a passive role in their development. C) does not provide useful ideas for fostering children's development. D) has not had a lasting impact on the field of child development research. QuestionID: 06-1-43 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A) stimulated research in the area of cognitive development. 44. The view of children as active participants in their own development who systematically create ever more sophisticated understandings of their worlds is referred to as A) the zone of proximal development. B) the core knowledge hypothesis. C) constructivism. D) the theory of mind. QuestionID: 06-1-44 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Factual

Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: C) constructivism. 45. Teaching suggestions based on Piaget's theory include A) teaching at a level slightly ahead of children's current level of thinking. B) using lectures to tell children how the world works. C) not allowing children to see their mistakes. D) using flashcards to drill facts. QuestionID: 06-1-45 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: A) teaching at a level slightly ahead of children's current level of thinking. 46. Which of the following is an implication of Piaget's theory for teaching practices? A) Teachers should tell children facts that they can absorb passively. B) Children should be encouraged to look at the consistency of their own thinking and to sort out any inconsistencies. C) The best teaching experiences are slightly behind a child's current level of thinking. D) Teachers should construct a child's understanding of the world. QuestionID: 06-1-46 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: B) Children should be encouraged to look at the consistency of their own thinking and to sort out any inconsistencies. 47. Piaget's view of cognitive development had many implications for teaching practices. One of these important implications is that in order to facilitate student learning, teachers should A) ignore children's readiness to learn—teachers always know when children are ready. B) not let children discover inconsistencies as it leads to problems with self-esteem. C) recognize individual differences in children when teaching. D) direct children's learning. QuestionID: 06-1-47 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings?

Answer: C) recognize individual differences in children when teaching. 48. The best way to summarize research that has examined alternative explanations of children's performance on Piagetian tasks would be to say that A) in almost every instance, Piaget's explanation is strongly supported. B) in many instances, children's performance is better explained using concepts that are not part of Piaget's theory. C) Piaget's description of object permanence must be revised, but his accounts of conservation are strongly supported. D) when Piaget's tasks are modified, they are usually not solved until children are older than the ages predicted by Piaget's theory. QuestionID: 06-1-48 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: B) in many instances, children's performance is better explained using concepts that are not part of Piaget's theory. 49. When children and adolescents are tested on a number of tasks that have the same underlying structure A) as predicted by Piaget's theory, children's performance is quite consistent across the different tasks. B) as predicted by Piaget's theory, children's performance is inconsistent across the different tasks. C) in contrast to Piaget's theory, children's performance is quite consistent across the different tasks. D) in contrast to Piaget's theory, children's performance is inconsistent across the different tasks. QuestionID: 06-1-49 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: D) in contrast to Piaget's theory, children's performance is inconsistent across the different tasks. 50. According to Piaget, each stage of cognitive development involves consistent thought across different tasks. Recent research has found A) very consistent performance across tasks as Piaget would predict. B) very consistent performance across tasks only in concrete operational children. C) inconsistent performance across tasks only in formal operational adolescents. D) inconsistent performance across tasks contrary to Piaget's predictions. QuestionID: 06-1-50 Page-Reference: 168-171

Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: D) inconsistent performance across tasks contrary to Piaget's predictions. 51. Which perspective states that children are products of their culture? A) The sociocultural perspective B) The biological perspective C) The Piagetian perspective D) The humanistic perspective QuestionID: 06-1-51 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A) The sociocultural perspective 52. Johan is learning how to re-string a guitar from watching his grandfather who owns a music store. This is an example of A) guided participation. B) centration. C) egocentrism. D) constructivism. QuestionID: 06-1-52 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A) guided participation. 53. The zone of proximal development refers to A) the highest level of achievement a child can reach by himself. B) the difference between what a child can do with and without help. C) a teaching style that matches the amount of assistance to the learner's need. D) comments not intended for others but intended to help children regulate their own behaviour. QuestionID: 06-1-53 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: B) the difference between what a child can do with and without help. 54. ________ refers to a teaching style that matches the amount of assistance to the learner's needs. A) The zone of proximal development B) Private speech C) Scaffolding D) Hypothetical reasoning QuestionID: 06-1-54 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: C) Scaffolding 55. According to Vygotsky, development is optimal when A) the child learns independently. B) a child is guided by someone with more skill. C) someone with more skill does NOT interfere by trying to structure a task for the child. D) the amount of assistance given exceeds the amount that the child needs. QuestionID: 06-1-55 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: B) a child is guided by someone with more skill. 56. It is winter and Angelo, who is two years old, needs to get dressed to play outside. Instead of putting his jacket on for him and doing it up, she tells him to put his jacket on himself and only helps him by getting the zipper started. He knows that he must do the rest. As the winter goes on, he learns how to do everything on his own. This is an example of A) scaffolding. B) the zone of proximal development. C) egocentrism. D) intersubjectivity. QuestionID: 06-1-56

Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A) scaffolding. 57. Cross-cultural research by Rogoff et al. (1993) investigated scaffold learning in four different cultures. Which parents provided the most scaffolding? A) Turkish parents B) American parents C) Indian parents D) Guatemalan parents QuestionID: 06-1-57 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: D) Guatemalan parents 58. Private speech A) eventually becomes inner speech. B) involves talking aloud to others. C) is more likely to occur while performing easy tasks than difficult tasks. D) occurs before children's behaviour is regulated by speech from other people. QuestionID: 06-1-58 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A) eventually becomes inner speech. 59. The concepts of scaffolding, private speech, and the zone of proximal development are most closely associated with A) Piaget. B) Vygotsky. C) neo-Piagetian theories. D) the theory of mind.

QuestionID: 06-1-59 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: B) Vygotsky. 60. The computer is used as a metaphor for the mind in which theory? A) learning theory B) information processing theory C) psychodynamic theory D) Piaget's theory QuestionID: 06-1-60 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) information processing theory 61. Information-processing theorists use a ________ as a model for human cognition. A) black box B) microsystem C) computer D) macrosystem QuestionID: 06-1-61 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) computer 62. In information-processing theory, mental hardware includes A) cognitive processes. B) different types of memory. C) schemas. D) operant conditioning. QuestionID: 06-1-62

Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) different types of memory. 63. Which is the site of ongoing cognitive activity when it comes to memory? A) sensory memory B) working memory C) the central executive D) long-term memory QuestionID: 06-1-63 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) working memory 64. Cognitive processes are compared to computer ________ by information-processing theorists. A) memory B) disk drives C) hardware D) software QuestionID: 06-1-64 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) software 65. According to information-processing theory, the central executive is like the computer's A) hard drive. B) RAM. C) operating system. D) keyboard. QuestionID: 06-1-65 Page-Reference: 175-179

Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) operating system. 66. The information-processing approach A) is based on Piaget's theory of cognitive development. B) states that human thinking is based on mental hardware and mental software. C) proposes that there are four stages of cognitive development. D) is no longer a widely used theory of cognitive development. QuestionID: 06-1-66 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) states that human thinking is based on mental hardware and mental software. 67. Information-processing theorists refer to sensory memory, working memory, and long-term memory as mental A) software. B) hardware. C) strategies. D) operations. QuestionID: 06-1-67 Page-Reference: 20175-1795 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) hardware. 68. Which of the following is NOT one of the components of mental hardware? A) mental processes B) sensory memory C) long-term memory D) working memory QuestionID: 06-1-68 Page-Reference: 175-179

Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) mental processes 69. Sensory memory A) holds raw, unanalyzed information. B) is limitless and permanent. C) passes information to long-term memory. D) holds information for many days. QuestionID: 06-1-69 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) holds raw, unanalyzed information. 70. You clench your fist, rapidly open your hand, then rapidly re-clench your fist. After you re-clench your fist, you momentarily see an image of your fingers extended. That image is stored in A) working memory. B) long-term memory. C) sensory memory. D) the information processor. QuestionID: 06-1-70 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) sensory memory. 71. Working memory A) holds visual images for a few seconds. B) is a limitless, permanent storehouse of knowledge. C) is like a computer's hard drive. D) is the site of ongoing cognitive activity. QuestionID: 06-1-71 Page-Reference: 175-179

Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) is the site of ongoing cognitive activity. 72. As you read and think about this test question, it is stored in A) long-term memory. B) working memory. C) sensory memory. D) the information processor. QuestionID: 06-1-72 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) working memory. 73. Which is most like a computer's RAM (Random Access Memory)? A) a memory strategy B) long-term memory C) sensory memory D) working memory QuestionID: 06-1-73 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) working memory 74. Long-term memory A) is a permanent storehouse of information. B) is like a computer's random-access memory (RAM). C) holds raw, unanalyzed information. D) is the site of ongoing cognitive activity. QuestionID: 06-1-74 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) is a permanent storehouse of information. 75. Before you read this question, the name of the Prime Minister of Canada was most likely stored in your A) information processor. B) sensory memory. C) long-term memory. D) working memory. QuestionID: 06-1-75 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) long-term memory. 76. The limitless, permanent storehouse of knowledge of the world is called A) long-term memory. B) sensory memory. C) working memory. D) the information processor. QuestionID: 06-1-76 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) long-term memory. 77. According to information-processing theorists, mental software consists of A) built-in mental and neural structures. B) sensory memory, short-term memory, and long-term memory. C) a limitless, permanent storehouse of knowledge. D) specialized strategies that are the basis for performing particular tasks. QuestionID: 06-1-77 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) specialized strategies that are the basis for performing particular tasks. 78. Which of the following is NOT true of working memory? A) It stores information. B) It is a permanent storehouse. C) It holds "software" and "data." D) It is analogous to computer RAM. QuestionID: 06-1-78 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) It is a permanent storehouse. 79. You have been studying vocabulary words for your upcoming French test. What component of cognition is responsible for moving the words from working memory into long-term memory? A) the central executive B) sensory memory C) inhibitory processes D) automatic processes QuestionID: 06-1-79 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) the central executive 80. Information-processing theorists believe that developmental change occurs A) as a result of equilibration. B) in several different forms, rather than by a single mechanism. C) when mental structures are massively reorganized. D) in a social context. QuestionID: 06-1-80 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) in several different forms, rather than by a single mechanism. 81. How is the cognitive functioning of Rachel, an eight-year-old, likely to compare with Bethany, a 16year-old? A) Rachel will use less efficient strategies. B) Rachel and Bethany will have the same amount of working memory. C) Rachel will use more automatic processes. D) Bethany will process information more slowly. QuestionID: 06-1-81 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) Rachel will use less efficient strategies. 82. Compared to an older child, a younger child is likely to use problem-solving strategies that are A) faster. B) less efficient. C) more accurate. D) easier. QuestionID: 06-1-82 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) less efficient. 83. How do children learn more effective problem-solving strategies? A) Parents and teachers show children more effective strategies. B) Children learn strategies by watching more skilled children. C) Children learn new strategies on their own. D) Children learn new strategies by instruction from others, observation of others, and self-discovery. QuestionID: 06-1-83 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) Children learn new strategies by instruction from others, observation of others, and self-discovery. 84. Compared to younger children, older children A) have more working memory. B) have less working memory. C) have the same amount of working memory. D) use working memory space less efficiently. QuestionID: 06-1-84 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) have more working memory. 85. Inhibitory processes A) prevent task-irrelevant information from entering working memory. B) decrease steadily during childhood. C) increase the number of disruptions from irrelevant information. D) bring the mental tools to mind that are needed for a current task. QuestionID: 06-1-85 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) prevent task-irrelevant information from entering working memory. 86. ________ prevent(s) task-irrelevant information from entering working memory. A) Automatic processes B) Inhibitory processes C) Infantile amnesia D) Mental hardware QuestionID: 06-1-86 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual

Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) Inhibitory processes 87. Cognitive activities that require very little effort are referred to as A) working memory. B) mental hardware. C) mental software. D) automatic processes. QuestionID: 06-1-87 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) automatic processes. 88. When Cookie first started golfing, she had to think about every part of her swing. Now that she's been golfing for years, she swings her club without even thinking about it. For Cookie, swinging a golf club has become A) an automatic process. B) a sensory memory. C) a complex task. D) a working memory. QuestionID: 06-1-88 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) an automatic process. 89. Skills that are automatic require A) less long-term memory. B) more sensory memory. C) less working memory. D) more working memory. QuestionID: 06-1-89 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development

Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) less working memory. 90. Information-processing theorists believe one reason older children outperform younger children cognitively is that older children A) are less likely to use strategies. B) can process information more slowly. C) have fewer automatic processes. D) use less working memory. QuestionID: 06-1-90 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) use less working memory. 91. According to an information-processing theorist, which of the following is an explanation for cognitive development? A) As children develop, their strategy use becomes slower and less accurate. B) As children develop, speed of processing slows down. C) As children grow, more cognitive activities become automatic. D) As children grow, the capacity of working memory decreases. QuestionID: 06-1-91 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: C) As children grow, more cognitive activities become automatic. 92. Compared to adults, when children perform complex tasks they A) use less working memory. B) are likely to perform fewer processes automatically. C) are unlikely to exceed the capacity of their working memory. D) use more sensory memory. QuestionID: 06-1-92 Page-Reference: 175-179

Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: B) are likely to perform fewer processes automatically. 93. As children get older, their speed of processing A) speeds up. B) slows down. C) cycles up and down. D) does not change. QuestionID: 06-1-93 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) speeds up. 94. Compared to Piaget's theory, information-processing theory A) puts more emphasis on qualitative changes in thought. B) is more unified into a single comprehensive theory. C) emphasizes the "whole" more than the "parts" of cognition. D) describes the specific components of cognition in greater detail. QuestionID: 06-1-94 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: D) describes the specific components of cognition in greater detail. 95. Professor Garrett tells his class, "Children's cognition develops continuously and gradually. There are no abrupt changes in thought. There are no distinct stages of cognitive development." Professor Garrett sounds most like A) an information-processing theorist. B) Piaget. C) Kohlberg. D) a psychodynamic theorist. QuestionID: 06-1-95

Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A) an information-processing theorist. 96. ____________________theories are IP theories that view the mind as a system of networks of processors. A) Scaffolding B) Connectionist C) Piagetian D) Core-knowledge QuestionID: 06-1-96 Page-Reference: 179-180 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.3. How do connectionist theorists view the development of the mind? Answer: B) Connectionist 97. ________ propose(s) distinctive domains of knowledge, some of which are acquired very early in life. A) Information processing theory B) Core-knowledge theories C) Cognitive-developmental theory D) Sociocultural theory QuestionID: 06-1-97 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology? Answer: B) Core-knowledge theories 98. Core knowledge views cognitive development as an innate capability to easily acquire knowledge in specialized domains of evolutionary importance such as A) language. B) knowledge of objects. C) understanding people. D) all of these answers. QuestionID: 06-1-98 Page-Reference: 180-181

Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology? Answer: D) all of these answers. 99. Renee Baillargeon studied object permanence by showing infants possible events and impossible events. In the possible event, a screen rotated until it made contact with a box, at which point it began rotating backwards. In the impossible event, when the rotating screen reached the box, it continued to rotate, the box appeared to disappear, and the box reappeared after the screen rotated past it. She found that 4 ½-month-old infants looked A) longer at the impossible event than the possible event, suggesting they understood object permanence. B) longer at the possible event than the impossible event, suggesting they understood object permanence. C) at both events equally, suggesting they understood object permanence. D) at both events equally, suggesting they did not understand the concept of object permanence. QuestionID: 06-1-99 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: B) longer at the impossible event than the possible event, suggesting they understood object permanence. 100. Baillargeon's studies of object permanence using possible events and impossible events suggest that the concept of object permanence is A) acquired earlier than Piaget believed. B) acquired at the same age as suggested by Piaget. C) acquired later than Piaget suggested. D) not really understood by infants of any age. QuestionID: 06-1-100 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: A) acquired earlier than Piaget believed. 101. Infants' naïve theory of physics leads them to believe that A) gravity is not important so floating objects are not unusual. B) one object striking a second object does not affect the second object. C) objects cannot move through other objects. D) objects move along disconnected, discontinuous paths.

QuestionID: 06-1-101 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: C) objects cannot move through other objects. 102. Which of the following is TRUE concerning infants' naïve theories of physics? A) Infants do not appear surprised when a tall object is completely hidden when placed behind a shorter object. B) Infants expect unsupported objects to fall. C) Infants assume that objects move in discontinuous, disconnected paths. D) Infants believe that objects are able to move through other objects. QuestionID: 06-1-102 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: B) Infants expect unsupported objects to fall. 103. Juli is four. If she is like most four-year-olds, her naïve theory of biology will include the belief that A) animals can move by themselves but inanimate objects can only be moved by other people or objects. B) both animals and inanimate objects grow bigger and physically more complex. C) the insides of both animate and inanimate objects contain the same kinds of materials. D) when inanimate objects get damaged, they will heal by themselves, but when animate things are injured they must be fixed by humans. QuestionID: 06-1-103 Page-Reference: 2184-18714 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: A) animals can move by themselves but inanimate objects can only be moved by other people or objects. 104. Many four-year-olds believe that A) inanimate objects move by themselves. B) only living things have offspring that resemble their parents. C) inanimate objects can grow. D) the internal parts of animate and inanimate objects are the same. QuestionID: 06-1-104

Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: B) only living things have offspring that resemble their parents. 105. Little Max tells his mother that fish have smooth skin so that they won't cut other fish that swim alongside them. Like other children, he believes that living things and parts of living things exist for a purpose. What does this best relate to? A) Teleological explanations B) Zone of proximal development C) Information-processing D) Object permanence QuestionID: 06-1-105 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: A) Teleological explanations 106. Bopha is four years old. She will A) not understand that permanent illnesses such as colour blindness are more likely to be inherited from parents. B) understand that when injured, animate things heal by regrowth, whereas inanimate things must be fixed by humans. C) not yet realize that only living things have offspring that resemble their parents. D) believe that her teddy has blood and bones just like she does. QuestionID: 06-1-106 Page-Reference: 184-187 Topic: Understanding in Core Domain Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: B) understand that when injured, animate things heal by regrowth, whereas inanimate things must be fixed by humans. 107. Who is more likely to have a well-defined idea about what is the essence of any creature? A) Susan, a child from Sydney, Australia. B) O ke mo kiew, a child from the Menominee tribe in Wisconsin C) Julian, a child from Ontario, Canada. D) Pierre, a child from Paris, France.

QuestionID: 06-1-107 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: B) O ke mo kiew, a child from the Menominee tribe in Wisconsin 108. A person's beliefs about connections between thoughts, beliefs, and behaviour are central to A) Piaget's theory. B) the theory of mind. C) information processing theories. D) Vygotsky's theory. QuestionID: 06-1-108 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: B) the theory of mind. 109. According to theory of mind, at three years of age children do not A) understand that they and other people have desires. B) understand that desires can cause behaviour. C) emphasize desires when trying to explain other people's behaviour. D) understand that other people's behaviour is based on beliefs. QuestionID: 06-1-109 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: D) understand that other people's behaviour is based on beliefs. 110. Four-year-old Ashton and three-year-old Mido are each given a false belief task. They have accurate information about where a toy is (they know it is in a toy box), but a girl in a story does not (she thinks the toy is under a bed). Chances are that if they are both asked where the girl in the story will look for the toy A) they will both say the girl will look in the toy box. B) they will both say the girl will look under the bed. C) Ashton will say the girl will look in the toy box, but Mido will say she will look under the bed. D) Ashton will say the girl will look under the bed, but Mido will say she will look in the toy box. QuestionID: 06-1-110

Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.3. How do young children acquire a theory of mind? Answer: D) Ashton will say the girl will look under the bed, but Mido will say she will look in the toy box. 111. A developmental psychologist is most likely to use a false belief task to study A) theory of mind. B) egocentrism. C) animism. D) attention. QuestionID: 06-1-111 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: A) theory of mind. 112. There is some evidence for biological mechanisms in that theory-of-mind abilities are similar in parents and their children, pointing to _____________ aspects of ASDs. A) nutritional B) heritable C) financial D) environmental QuestionID: 06-1-112 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: B) heritable Chapter 06 True-False Questions 1. For Piaget, children at all ages are like scientists in that they create theories about how the world works. a True b False QuestionID: 06-2-01 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory

Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: a. True 2. Assimilation and accommodation are usually in balance, or equilibrium. a True b False QuestionID: 06-2-02 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: a. True 3. According to Piaget, disequilibrium is a negative state and should be avoided at all costs. a True b False QuestionID: 06-2-03 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: b. False 4. Mental structures that allow for organization of information into a coherent whole are called schemas. a True b False QuestionID: 06-2-04 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: a. True 5. Schemas stay the same once they are formed. a True b False QuestionID: 06-2-05

Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: b. False 6. According to Piaget, cognitive development occurs in eight stages. a True b False QuestionID: 06-2-06 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: b. False 7. Smart children can skip one of Piaget's stages. a True b False QuestionID: 06-2-07 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: b. False 8. Some children move through the stages more rapidly than others, depending on their ability and experiences. a True b False QuestionID: 06-2-08 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 9. The sensorimotor stage spans birth to four years of age. a True

b False QuestionID: 06-2-09 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: b. False 10. The first indication of purposeful, goal-directed behaviour occurs during infancy at around eight months of age. a True b False QuestionID: 06-2-10 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 11. According to Piaget, infants are born with object permanence, the ability to understand that objects exist independently. a True b False QuestionID: 06-2-11 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: b. False 12. Common symbols used by children in the preoperational stage include words, gestures, graphs, maps, and models. a True b False QuestionID: 06-2-12 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 13. Preoperational children typically believe that others see the world, both literally and figuratively, exactly as they do, a concept known as egocentrism. a True b False QuestionID: 06-2-13 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 14. Preoperational children sometimes credit inanimate objects with life and lifelike properties, a phenomenon known as animism. a True b False QuestionID: 06-2-14 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 15. Preoperational children are able to juggle multiple aspects of a problem at the same time, thus correcting the centration that is seen in the sensorimotor stage. a True b False QuestionID: 06-2-15 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theor Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? y Answer: b. False 16. Concrete operational children are able to reverse their thinking, which allows them to perform conservation tasks that preoperational children cannot. a True b False

QuestionID: 06-2-16 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 17. Concrete operational thinking is identical to adult thinking in that children are able to think abstractly and hypothetically for the first time. a True b False QuestionID: 06-2-17 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: b. False 18. Formal operational thinkers can envision alternate realities and examine their consequences. They can create hypotheses and test them. a True b False QuestionID: 06-2-18 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: a. True 19. According to Piaget, adolescents and adults acquire more knowledge as they grow older, but their fundamental way of thinking remains unchanged. a True b False QuestionID: 06-2-19 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Factual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development?

Answer: a. True 20. One of Piaget's greatest contributions to teaching was constructivism, the view that children are active participants in their own development. a True b False QuestionID: 06-2-20 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: a. True 21. Educational applications of Piaget's theory include facilitating rather than directing children's learning, sensitivity to children's readiness to learn, and emphasis on discovery learning. a True b False QuestionID: 06-2-21 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: a. True 22. One of the weaknesses of Piaget's theory is that it overestimates cognitive competence in infants and young children and underestimates cognitive competence in adolescents. a True b False QuestionID: 06-2-22 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: b. False 23. A weakness of Piaget's theory is that it undervalues the influence of the sociocultural environment on cognitive development. a True b False

QuestionID: 06-2-23 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: a. True 24. According to the sociocultural perspective, children are products of their culture. a True b False QuestionID: 06-2-24 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: a. True 25. According to Vygotsky, the difference between what a child can do independently and what a child can do with assistance defines the zone of proximal development. a True b False QuestionID: 06-2-25 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: a. True 26. Scaffolding matches the amount of assistance to the learner's needs. a True b False QuestionID: 06-2-26 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development?

Answer: a. True 27. Comments that are not intended for others but are used by children to regulate their own behaviour are known as private speech. a True b False QuestionID: 06-2-27 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: a. True 28. Cross-cultural studies have shown that scaffolding occurs only in industrialized nations. a True b False QuestionID: 06-2-28 Page-Reference: 202-171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: b. False 29. As children gain even greater skill, inner speech becomes private speech. a True b False QuestionID: 06-2-29 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: b. False 30. Sensory memory holds information the longest of the three types of memory. a True b False

QuestionID: 06-2-30 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: b. False 31. Long-term memory is like a computer's hard drive, a fairly permanent storehouse of programs and data. a True b False QuestionID: 06-2-31 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: a. True 32. According to information-processing, as children grow, they develop better strategies, increased capacity of working memory, and more effective executive function. a True b False QuestionID: 06-2-32 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: a. True 33. Inhibitory processes prevent relevant information from entering working memory. a True b False QuestionID: 06-2-33 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with

development? Answer: b. False 34. Executive functioning is synonymous with skilled problem solving in that it involves a plan, often requires flexibility, and the ability to inhibit irrelevant responses. a True b False QuestionID: 06-2-34 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: a. True 35. When a skill has been mastered, individual steps are no longer stored in working memory, which means that more capacity is available for other activities. a True b False QuestionID: 06-2-35 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: a. True 36. Connectionist theories are IP theories that view the mind as a system of networks of processors. a True b False QuestionID: 06-2-36 Page-Reference: 179-180 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.3. How do connectionist theorists view the development of the mind? Answer: a. True 37. Core-knowledge theories propose distinctive domains of development, some of which are acquired early in life.

a True b False QuestionID: 06-2-37 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology? Answer: a. True 38. According to core-knowledge theorists, some forms of knowledge, such as language, are so important for survival that specialized systems have evolved to simplify their learning. a True b False QuestionID: 06-2-38 Page-Reference: 180-181 Topic: Modern Theories of Cognitive Development Skill: Factual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology? Answer: a. True 39. Piaget claimed that understanding of objects develops slowly, however, modern researchers have shown that babies understand objects much earlier than Piaget claimed. a True b False QuestionID: 06-2-39 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: a. True 40. Baillargeon found that infants as young as four and a half months showed object permanence in that they consistently looked longer at an unrealistic event than a realistic one. a True b False QuestionID: 06-2-40 Page-Reference: 183-184 Topic: Understanding in Core Domains Skill: Factual

Objective: 6.3.1. What do infants understand about the nature of objects? Answer: a. True 41. Infants are incapable of realizing that objects in mid-air should fall or that objects cannot move through other objects. a True b False QuestionID: 06-2-41 Page-Reference: 183-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: b. False 42. Infants could reasonably be described as "accomplished naïve physicists." a True b False QuestionID: 06-2-42 Page-Reference: 182-184 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.1. What do infants understand about the nature of objects? Answer: a. True 43. Adults' theories of living things begin in infancy when babies first distinguish animate objects from inanimate objects. a True b False QuestionID: 06-2-43 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: a. True 44. Unlike adults, four-year-old children do not understand that animals grow (get physically bigger and more complex) but that inanimate objects do not change in this way. a True b False

QuestionID: 06-2-44 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: b. False 45. Children's naïve theories of biology are composed of six elements: movement, growth, internal parts, inheritance, illness, and healing. a True b False QuestionID: 06-2-45 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: a. True 46. A four-year-old is not capable of realizing that a baby pig that is adopted by a cow would grow up to look and behave like a pig. a True b False QuestionID: 06-2-46 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Applied Objective: 6.3.2. When and how do young children distinguish between living and nonliving things? Answer: b. False 47. Preschoolers' naïve theories of biology are complex but incomplete. For instance, they believe that plants are not living things. a True b False QuestionID: 06-2-47 Page-Reference: 184-187 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.2. When and how do young children distinguish between living and nonliving things?

Answer: a. True 48. Research has shown that infants as young as one year do not have an understanding of intentionality, but by age two, children understand that people's behaviour is often intentional. a True b False QuestionID: 06-2-48 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Factual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: b. False 49. Between ages five and seven, children develop a theory of mind. a True b False QuestionID: 06-2-49 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: b. False 50. More recent longitudinal research by Sabbagh and colleagues in the U.S. has found that there does appear to be a continuing link between brain neurobiology and theory of mind, with particular brain areas activated during such reasoning. Thus, different development of certain pathways in the brain may underlie the deficits in social-cognitive understanding seen in those with ASD. a True b False QuestionID: 06-2-50 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: a. True Chapter 06 Essay Questions 1. Discuss assimilation and accommodation and the balance between the two.

QuestionID: 06-3-01 Page-Reference: 162-164 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development? Answer: A good answer will include the following key points: - Assimilation occurs when new experiences are readily incorporated into a child's existing theories. - For Piaget, accommodation occurs when a child's theories are modified based on experience. - Assimilation and accommodation are usually in balance, or equilibrium. - Children can readily assimilate most experiences into their existing theories, but occasionally they need to accommodate their theories to adjust to new experiences. - Periodically, the balance is upset and a state of disequilibrium results; children discover that their current theories are not adequate because they are spending much more time accommodating than assimilating. - When disequilibrium occurs, children reorganize their theories to return to a state of equilibrium, a process that Piaget called equilibration. 2. Describe three characteristics of preoperational thinking. QuestionID: 06-3-02 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A good answer will include the following key points: - Egocentrism: Young children have difficulty in seeing the world from another's outlook. - Animism: Young children sometimes believe that inanimate objects have lifelike properties. - Centration: Narrow focus; concentrating on one aspect of a problem while ignoring other relevant aspects. 3. Name and describe the four stages of Piaget's theory. QuestionID: 06-3-03 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A good answer will include the following key points: - Sensorimotor Stage (birth to 2 years): Infants' knowledge of the world is based on senses and motor skills. By the end of the period, the infant uses mental representations and understands object permanence. - Preoperational Stage (2 to 6 years): Children learn how to use symbols such as words and numbers to represent aspects of the world but relate to the world only through their own perspective. - Concrete Operational Stage (7 to 11 years): Children understand and apply logical operations to experiences, provided they are focused on the here and now. - Formal Operational Stage (adolescence and beyond): Adolescents and adults think abstractly, speculate on

hypothetical situations, and reason deductively about what may be possible. 4. Your friend Andre is the father of a 12-month-old daughter, Brooke. Mealtime has become a very frustrating time for Andre because Brooke repeatedly pushes her sippy cup and different foods that she is eating off the high chair and onto the floor. The first time that she did this it appeared to Andre that it was an accident but now he is convinced that his daughter is deliberately pushing her cup and food onto the floor to annoy him. Based on what you know about infants being active experimenters, what can you tell Andre that might make him feel better? QuestionID: 06-3-04 Page-Reference: 162-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?, 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A good answer will be similar to the following: You should tell Andre that Brooke is in the sensorimotor period of cognitive development and, more specifically, she is at the age when infants become active experimenters. These actions represent a significant extension of intentional behaviour, as babies repeat actions with different objects (e.g., cup, food) solely for the purpose of seeing what will happen. Her behaviour is NOT meant to annoy Andre. Knowing that this behaviour is a normal part of cognitive development may help Andre's anger and frustration as he mops the floor. 5. You are the parent of two young children, ages four and six years. They have been playing outside and they come running inside asking for a drink. All of the drinking glasses in the house, except two, are dirty. One of these glasses is tall and narrow and the other is short and squat. You KNOW that your children will argue with each other if one thinks that the other child is getting more to drink. Based on your knowledge of conservation of liquid in preoperational children, what should you do to avoid an argument? Explain your answer. QuestionID: 06-3-05 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A good answer will be similar to the following: Both of your children are in the preoperational period of cognitive development. You know from your knowledge of Piaget's theory that children who are in the period of preoperational thinking cannot do conservation of liquid tasks. These children will focus narrowly on the height of the liquid without considering the circumference of the container. If you give your children equal amounts of juice but use the tall, thin glass and the short, squat glass, they will focus on the height of the juice and will conclude that the child with the tall, narrow glass received more juice than the other child. To avoid an argument, fill the glasses so that the height of the liquid is the same in both glasses. 6. Recently your friend Martha took her sons to a hands-on children's museum. Martha noticed that her

eight-year-old son and her 12-year-old son interacted with some of the displays in very different ways. One display involved opening doors to safes by determining the correct combination. Each safe had three, four, or five buttons that had to be pressed in a particular order to open the door. Martha's eightyear-old son randomly pushed the buttons and never found the correct combinations to any of the safes. Martha's 12-year-old son approached the task in a very systematic manner, trying all possible combinations of buttons until the doors opened. Now Martha is concerned that there is something wrong with her younger son. What can you tell Martha about the differences in concrete operational and formal operational thought that might explain her sons' behaviour? QuestionID: 06-3-06 Page-Reference: 164-168 Topic: Setting the Stage—Piaget's Theory Skill: Applied Objective: 6.1.2. How does thinking change as children move through Piaget's four stages of development? Answer: A good answer will be similar to the following: The behaviour of Martha's sons fits Piaget's description of formal operational thought very well. According to Piaget, children who are 12 years old would be in the period of formal operations. Formal operational children use more sophisticated, logical, deductive reasoning to solve problems like the safe problem. However, concrete operational children (such as the eight-year-old) use haphazard trial-and-error and often do not successfully solve problems like the safe problem. Concrete operational children are more likely to try to solve problems like this by randomly pushing buttons, but formal operational children can think deductively about the possible, logical combinations before attempting the button pushing. In time, Martha's younger son also will use deductive reasoning and will solve the safe problem like his older brother. 7. What are some commonly accepted weaknesses of Piaget's theory? QuestionID: 06-3-07 Page-Reference: 168-171 Topic: Setting the Stage—Piaget's Theory Skill: Conceptual Objective: 6.1.3. What are the lasting contributions of Piaget's theory? What are some of its shortcomings? Answer: A good answer will include the following key points: - Piaget's theory underestimates cognitive competence in infants and young children and overestimates cognitive competence in adolescents. - Piaget's theory is vague with respect to processes and mechanisms of change. - Piaget's stage model does not account for variability in children's performance. - Piaget's theory undervalues the influence of the sociocultural environment on cognitive development. 8. Describe the ways Vygotsky's perspective can be implemented in classrooms. QuestionID: 06-3-08 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Conceptual

Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A good answer will be similar to the following: Vygotsky would argue that the teacher's main goal is to scaffold learning—not doing the question for the child, but not leaving the child to do it on his or her own. The teacher needs to determine the student's current level of thinking and provide suggestions, questions, or activities that help the child further his or her understanding. In addition, Vygotsky's view that learning is cooperative should influence the kinds of classroom activities that are carried out. We would expect to see lots of examples of peer tutoring and group work, as well as students working with more competent partners (which could be a peer or a teacher). 9. You have been watching your friend Deb trying to teach her son Sean how to do a puzzle. Sean has done this puzzle many times and he usually just needs help with the pieces that are in a difficult area that is all black. Deb is trying to help Sean but her instructions would be appropriate for a child who has never done the puzzle before. What can you tell Deb about Vygotsky's theory, in general, and scaffolding, in particular, that might help her teach Sean in more effective ways? QuestionID: 06-3-09 Page-Reference: 171-175 Topic: Modern Theories of Cognitive Development Skill: Applied Objective: 6.2.1. In Vygotsky's sociocultural theory, how do adults and other people contribute to children's cognitive development? Answer: A good answer will be similar to the following: According to Vygotsky's principle of zone of proximal development, Sean will do better on the puzzle if he is assisted by someone who has more puzzle-building expertise than he does. Deb does have more puzzle-building experience so she could be a good teacher. However, according to the concept of scaffolding, a skilled teacher will gauge her instruction to the learner's needs. In other words, a beginner should get more instruction than someone who is close to mastering a task. Sean is close to mastering this puzzle and Deb should stop giving so much instruction and should only provide help on the section where Sean needs help. 10. Name and describe the three components of mental hardware, as discussed by the informationprocessing theory. QuestionID: 06-3-10 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A good answer will include the following key points: - Sensory memory: This is where information is held in raw, unanalyzed form very briefly (no longer than a few seconds). - Working memory: This is the site of ongoing cognitive activity.

- Long-term memory: This is a limitless, permanent storehouse of knowledge of the world. 11. What are five forms of developmental change that occur with age proposed by informationprocessing theorists? QuestionID: 06-3-11 Page-Reference: 175-179 Topic: Modern Theories of Cognitive Development Skill: Conceptual Objective: 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A good answer will include the following key points: - more efficient strategies - increased capacity of working memory - more effective inhibitory processes and executive functioning - increased automatic processing - increased speed of processing 12. Compare and contrast the information-processing approach and Piaget's theory of cognitive development. QuestionID: 06-3-12 Page-Reference: 162-168, 175-179 Topic: Setting the Stage—Piaget's Theory and Modern Theories of Cognitive Development Skill: Applied Objective: 6.1.1. What are the basic principles of Piaget's theory of cognitive development?, 6.1.2. How does thinking change as children move through Piaget's four stages of development?, 6.2.2. According to information-processing psychologists, how does thinking change with development? Answer: A good answer will be similar to the following: - Piaget's theory is a single comprehensive theory whereas information processing (IP) represents a general approach encompassing many different theories. - Piaget's theory is more comprehensive than IP. It links different facets of cognitive development. - The information-processing approach describes specific components of cognition more precisely than does Piaget's approach. - Piaget's theory emphasizes the "whole" of cognition while IP emphasizes the "parts." - Piaget's theory emphasizes periodic, qualitative changes in cognition whereas IP emphasizes gradual, continuous, quantitative changes in cognition. - Piaget's theory has stages, but IP does not. 13. Name and briefly describe the key elements of children's naïve theories of biology: QuestionID: 06-3-13 Page-Reference: 180-181 Topic: Understanding in Core Domains

Skill: Conceptual Objective: 6.2.4. What naïve theories do children hold about physics, psychology, and biology? Answer: A good answer will include the following key points: - Movement—Animals can move themselves, but inanimate objects can only be moved by other objects or people - Growth—Animals get bigger and physically more complex; inanimate objects do not change this way - Internal parts—The insides of inanimate objects are likely to be different from the insides of animate objects - Inheritance—Only living things have offspring that resemble their parents - Illness—Permanent illnesses are more likely to be inherited while temporary illnesses are more likely to be transmitted through contact with others - Healing—Animate objects heal themselves while inanimate objects must be fixed 14. Explain the change in behaviour on the false-belief task that occurs from three and a half years of age to four years. Is this pattern of behaviour more typical of North American children? QuestionID: 06-3-14 Page-Reference: 187-191 Topic: Understanding in Core Domains Skill: Conceptual Objective: 6.3.3. How do young children acquire a theory of mind? Answer: A good answer will be similar to the following: Before three and a half years of age, children typically make the false-belief error. They attribute their own knowledge of the object's location to the doll (Sally) and say that the doll will look in the correct location for it. But by four years old, children understand that Sally's belief, although incorrect, will cause her to look for the object in the incorrect place. This pattern is very similar for children all over the world. In children from Canada, India, Peru, Samoa, and Thailand the majority of three-year old children made the error, but by five almost no children made the error.

Chapter 07: Cognitive Processes and Academic Skills Chapter 07 Multiple-Choice Questions 1. Young babies (under three months) typically retain information for a week or less, while children over a year retain it for approximately A) 8 weeks or longer. B) 6 weeks or longer. C) 6 months or longer. D) a year or longer. QuestionID: 07-1-01 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember? Answer: A) 8 weeks or longer. 2. When Rovee-Collier and her colleagues attached a ribbon from a mobile to two- to three-month-old infants' legs so infants learned to kick to make the mobile move, they found that when they returned to the babies' homes several days later the babies A) had forgotten that kicking made the mobile move. B) would still kick to make the mobile move. C) had lost interest in the mobile. D) would cry when they saw the mobile. QuestionID: 07-1-02 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember? Answer: B) would still kick to make the mobile move. 3. Rovee-Collier's experiments in which two- to three-month-old infants learned to kick to make a mobile move showed that two- to three-month-old infants A) are not able to remember events from the past. B) can remember events from the past for a few days or weeks, but over time will not be able to recall the event even if given a memory cue. C) can remember events from the past for a few days or weeks, but over time will not be able to recall the event unless given a memory cue. D) can remember events from the past for months without being given a memory cue. QuestionID: 07-1-03 Page-Reference: 195

Topic: Memory Skill: Conceptual Objective: 7.1.1. How well do infants remember? Answer: C) can remember events from the past for a few days or weeks, but over time will not be able to recall the event unless given a memory cue. 4. One day Ellie takes her two-month-old baby, Eriq, to her friend's home and puts him in a rocking cradle. Eriq soon learns that if he wiggles and waves his arms the cradle will rock. Several weeks later, Ellie and Eriq return to the friend's house. How would you expect Eriq to respond when he is once again placed in the cradle? A) Eriq will not remember the cradle at all from his previous visit and will behave as if it was the first time he had been in the cradle. B) Eriq is likely to remember the cradle and start wiggling and waving his arms as soon as he is placed in the cradle. C) Eriq is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the cradle right after he is put in it. D) Eriq is likely to remember how to make the cradle move but will no longer be interested in making it move. QuestionID: 07-1-04 Page-Reference: 194-196 Topic: Memory Skill: Applied Objective: 7.1.1. How well do infants remember? Answer: C) Eriq is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the cradle right after he is put in it. 5. With maturation in the _____________________ over the first 24 months, children's memory skills gradually improve. A) amygdala and prefrontal cortex B) hippocampus and prefrontal cortex C) thalamus D) amygdala QuestionID: 07-1-05 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember? Answer: B) hippocampus and prefrontal cortex 6. Which of the following is accomplished by memory strategies? A) helping to retrieve information from long-term memory

B) helping to maintain information in working memory C) helping to transfer information to long-term memory D) Memory strategies are involved in all three. QuestionID: 07-1-06 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: D) Memory strategies are involved in all three. 7. Activities that improve memory are called A) memory strategies. B) information processing. C) sensory memory. D) working memory. QuestionID: 07-1-07 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: A) memory strategies. 8. Which memory strategy is a preschooler most likely to use? A) rehearsal B) outlining C) summarizing D) looking at or touching a to-be-remembered object QuestionID: 07-1-08 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: D) looking at or touching a to-be-remembered object 9. Emmie is in grade 2 and her sister Clara is in grade 6. Both are asked to remember something and to use elaboration as a memory strategy. What is a likely result? A) Both Emmie and Clara will be able to successfully use both verbal and visual elaboration. B) Both Emmie and Clara will be able to successfully use verbal elaboration, but Emmie will have a harder time with visual elaboration than Clara. C) Both Emmie and Clara will be able to successfully use visual elaboration, but Emmie will have a harder

time with verbal elaboration than Clara. D) Emmie will not be able to use either type of elaboration while Clara will be able to use both visual and verbal elaboration. QuestionID: 07-1-09 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: B) Both Emmie and Clara will be able to successfully use verbal elaboration, but Emmie will have a harder time with visual elaboration than Clara. 10. The normal working memory capacity is approximately seven items. "Items," though, may be composed of multiple units through A) elaboration. B) metacognition. C) rehearsal. D) chunking. QuestionID: 07-1-10 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: D) chunking. 11. Four-year-old Jasmine is asked to remember objects on a tray that she is shown for one minute. In the minute during which she is shown the objects, Jasmine looks at and touches each object. Jasmine is A) using a memory strategy. B) using a script. C) monitoring. D) testing an alternate hypothesis. QuestionID: 07-1-11 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: A) using a memory strategy. 12. ________ is a strategy of repetitively naming information that is to be remembered. A) Outlining B) Rehearsal

C) Monitoring D) Summarizing QuestionID: 07-1-12 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: B) Rehearsal 13. Structuring information to be remembered so that related information is placed together is a memory strategy known as A) organization. B) rehearsal. C) elaboration. D) metacognition. QuestionID: 07-1-13 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: A) organization. 14. Elaboration is a memory strategy that involves A) repetitively naming information that is to be remembered. B) looking at or touching objects that are to be remembered. C) placing related information together. D) embellishing information to make it more memorable. QuestionID: 07-1-14 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: D) embellishing information to make it more memorable. 15. Your friend is having a hard time remembering the main points of his psychology textbook. If he asks you to recommend a memory strategy, which one would you suggest? A) Touch the sentences that contain the main points as you read them. B) Read the sentences that contain the main points over and over. C) Outline or write a summary of the main points. D) Read the assigned chapter twice.

QuestionID: 07-1-15 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: C) Outline or write a summary of the main points. 16. The ability to use an effective memory strategy A) does not change with age. B) involves evaluating the effectiveness of a particular strategy for the task at hand. C) does not influence how much one remembers. D) is well-developed by the time children are seven years old. QuestionID: 07-1-16 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: B) involves evaluating the effectiveness of a particular strategy for the task at hand. 17. ________ involves the evaluation of a strategy to determine its effectiveness A) Rehearsal B) Scripting C) Summarizing D) Monitoring QuestionID: 07-1-17 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: D) Monitoring 18. After Kayin outlined a chapter in her textbook, she answered questions in her study guide to see whether outlining was helping her learn the information in the chapter. Kayin was ________ the effectiveness of her memory strategy. A) rehearsing B) monitoring C) scripting D) distorting QuestionID: 07-1-18

Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: B) monitoring 19. Cillian has discovered that even though he has underlined the most important information in the textbook, he does not know any of the material very well. What should he do? A) He should determine the parts of the textbook he is not learning, and underline more in those parts of the textbook. B) He should underline in a different colour. C) He should underline more selectively. D) He should choose another memory strategy. QuestionID: 07-1-19 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: D) He should choose another memory strategy. 20. As Malak read her textbook, she wrote summaries of each section. When she met with her study group, she was able to answer many but not all of the questions posed by her study group. What should she do next? A) She should choose a different memory strategy. B) She should keep using her current strategy but concentrate on summarizing parts of the textbook she knows least well. C) She should stop studying because she used an effective memory strategy and knows most of the material already. D) She should stop going to the study group and study by herself. QuestionID: 07-1-20 Page-Reference: 196-199 Topic: Memory Skill: Applied Objective: 7.1.2. How do strategies help children to remember? Answer: B) She should keep using her current strategy but concentrate on summarizing parts of the textbook she knows least well. 21. Monitoring effective strategy use A) is done equally by all age children. B) improves gradually with age. C) does not occur until the high school years.

D) is no longer necessary by the high school years. QuestionID: 07-1-21 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: B) improves gradually with age. 22. A child's informal understanding of memory is called A) metamemory. B) metacognitive knowledge. C) cognitive self-regulation. D) a memory strategy. QuestionID: 07-1-22 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: A) metamemory. 23. Knowledge and awareness of cognitive processes is referred to as A) cognitive self-regulation. B) memory strategies. C) metacognitive knowledge. D) metamemory. QuestionID: 07-1-23 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: C) metacognitive knowledge. 24. Skill at identifying goals, selecting effective strategies, and monitoring accurately is known as A) metacognitive knowledge. B) cognitive self-regulation. C) metamemory. D) automatic processing. QuestionID: 07-1-24 Page-Reference: 196-199

Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: B) cognitive self-regulation. 25. Research by Chi (1978) with child chess experts and adult chess novices has shown that A) knowledge within a particular area does not influence memory performance. B) adults' memories are better than children's even when children have expert knowledge in a particular area. C) knowledge in a particular area organizes and gives meaning to new information. D) child chess experts could not remember more chess pieces than adult chess novices. QuestionID: 07-1-25 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) knowledge in a particular area organizes and gives meaning to new information. 26. When Chi (1978) asked child chess experts and adult chess novices to remember sequences of numbers and positions of chess pieces on a chess board, she found that A) child chess experts remembered more number sequences and more chess piece patterns than adult chess novices did. B) adult chess novices remembered more number sequences and more chess piece patterns than child chess experts did. C) adult chess novices remembered more number sequences, but child chess experts remembered more chess piece patterns. D) child chess experts remembered more number sequences, but adult chess novices remembered more chess piece patterns. QuestionID: 07-1-26 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) adult chess novices remembered more number sequences, but child chess experts remembered more chess piece patterns. 27. Chi's (1978) study comparing memory in child chess experts and adult chess novices demonstrated A) the effect of knowledge on memory. B) how scripts influence memory. C) the susceptibility of preschoolers' memories to suggestions. D) the effectiveness of the rehearsal memory strategy

QuestionID: 07-1-27 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) the effect of knowledge on memory. 28. Jared loves dogs and knows a lot about them while his friend Joe does not. If you asked each of them to remember a list of dog breeds and a list of unrelated words, what would you expect to find? A) Jared would recall more dog breeds than Joe, but they would both remember about the same number of unrelated words. B) Jared would recall more dog breeds and more unrelated words than Joe. C) Jared and Joe would recall about the same number of dog breeds and unrelated words. D) Jared would recall more dog breeds than Joe, but Joe would recall more unrelated words than Jared. QuestionID: 07-1-28 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) Jared would recall more dog breeds than Joe, but they would both remember about the same number of unrelated words. 29. Knowledge that helps organize information and give it meaning A) decreases with age. B) increases with age. C) does not change with age. D) does not influence memory. QuestionID: 07-1-29 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: B) increases with age. 30. Psychologists often characterize children's knowledge in terms of a network in which A) the entries are unrelated to one another. B) younger children have fewer entries but more connecting links. C) information is organized for adults but not for children. D) younger children have fewer entries and fewer and weaker connecting links.

QuestionID: 07-1-30 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: D) younger children have fewer entries and fewer and weaker connecting links. 31. A memory structure used to describe the sequence in which events occur is referred to as A) a script. B) rehearsal. C) monitoring. D) repeated questioning. QuestionID: 07-1-31 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) a script. 32. Melody has eaten at fast food restaurants many times. She remembers that first you wait in line, then you order your food, pay for it, carry it to a table, eat, and finally, throw away your trash. Melody's knowledge about the events that typically occur when eating at a fast food restaurant is best described as A) a script. B) monitoring. C) rehearsal. D) working memory. QuestionID: 07-1-32 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) a script. 33. Scripts of events A) can distort a child's memory for an event. B) force children to remember every individual activity that is part of an event. C) make remembering a specific event more difficult. D) do not provide information about the sequence in which events occur. QuestionID: 07-1-33 Page-Reference: 199-206

Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) can distort a child's memory for an event. 34. Which of the following does NOT accurately describe the impact of scripts on memory? A) In trying to recall an event that fits a script, children can retrieve the script and use it to organize recall of the event. B) Experiences that do not conform to the script may be forgotten or distorted. C) Children may "remember" events because they are part of the script, not because they were actually experienced. D) Memory distortions are particularly likely when children are recounting the first experience of a new activity. QuestionID: 07-1-34 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: D) Memory distortions are particularly likely when children are recounting the first experience of a new activity. 35. After Jake set the table, his mother asked him whether he had put napkins on the table. Even though he hadn't, Jake replied "yes" and believed he had because he knew that putting napkins on the table was part of what he always did when he set the table. Jake's distorted memory is best explained as A) the result of remembering a script. B) being due to the small capacity of his working memory. C) a result of poorly organized knowledge. D) intentional lying. QuestionID: 07-1-35 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) the result of remembering a script. 36. ________ refers to people's memory of the significant events and experiences of their own lives. A) Infantile amnesia B) Sensory store C) Automatic processing D) Autobiographical memory

QuestionID: 07-1-36 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: D) Autobiographical memory 37. Autobiographical memory typically begins in A) infancy. B) the preschool years. C) the school-age years. D) adolescence QuestionID: 07-1-37 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: B) the preschool years. 38. Seventeen-year-old Jalen remembers the day he met his best friend in grade school, the first day of high school, and the day he got his driver's license. This information is part of his A) sensory store. B) working memory. C) autobiographical memory. D) infantile amnesia. QuestionID: 07-1-38 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) autobiographical memory. 39. The inability to recall events from one's early life is referred to as A) infantile amnesia. B) autobiographical memory. C) sensory store. D) an inhibitory process. QuestionID: 07-1-39 Page-Reference: 202 Topic: Memory

Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) infantile amnesia. 40. Infantile amnesia A) means that adults can remember many events that occurred in their lives before the age of three years. B) means that infants are not able to form memories. C) may be related to the young child's well-developed sense of self. D) may be related to an individual's changing language ability. QuestionID: 07-1-40 Page-Reference: 202 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: D) may be related to an individual's changing language ability. 41. Ten-year-old Alys was born in Minnesota, then moved to Florida when she was two years old. Although she lived through many blizzards when in Minnesota, she can't remember ever seeing snow. What concept best explains this situation? A) autobiographical memory B) a script C) infantile amnesia D) repeated questioning QuestionID: 07-1-41 Page-Reference: 202 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) infantile amnesia 42. Four-year-old Heather is repeatedly questioned about an incident on the playground where a stranger approached her. She is likely to A) have no memory of the incident. B) confuse what really happened with what others suggest may have happened. C) clearly differentiate between what really happened and what others suggest may have happened. D) believe that adult questioners are deliberately trying to confuse her when they suggest something other than what she reported may actually have happened. QuestionID: 07-1-42 Page-Reference: 199-206 Topic: Memory

Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: B) confuse what really happened with what others suggest may have happened. 43. In Leichtman and Ceci's study on the effects of repeated questioning and being given a stereotype on the accuracy of preschool children's memory of an incident, they found children were A) not misled by either suggestive questioning or stereotypes. B) misled by suggestive questioning but not by stereotypes. C) misled by stereotypes but not by suggestive questioning. D) misled by both stereotypes and suggestive questioning, especially when they were combined. QuestionID: 07-1-43 Page-Reference: 203-204 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: D) misled by both stereotypes and suggestive questioning, especially when they were combined. 44. Research on the accuracy of children's testimonies found A) preschoolers often spontaneously report events that did not happen. B) preschoolers rarely were misled by suggestive questioning. C) preschoolers were more likely to be misled when stereotypes and suggestive questioning were combined. D) older preschoolers (five- and six-year-olds) were more likely to be misled by suggestive questioning than younger preschoolers (three- and four-year-olds). QuestionID: 07-1-44 Page-Reference: 202-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) preschoolers were more likely to be misled when stereotypes and suggestive questioning were combined. 45. To obtain reliable testimony from preschoolers A) children should be interviewed as soon as possible after the event in question. B) children should be warned that sometimes interviewers may try to trick them. C) children should be questioned repeatedly on a single issue. D) adults should suggest possible events to cue the child's memory QuestionID: 07-1-45 Page-Reference: 202-206 Topic: Memory

Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: B) children should be warned that sometimes interviewers may try to trick them. 46. Your four-year-old daughter is going to testify in court about an event she witnessed. What could you do to make her testimony as reliable as possible? A) Avoid questioning her repeatedly on a single issue. B) Encourage her to avoid saying "I don't know" in response to questions. C) Do not give her more than one possible explanation of what happened. D) Have her answer a lot of specific questions. QuestionID: 07-1-46 Page-Reference: 202-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A) Avoid questioning her repeatedly on a single issue. 47. What is TRUE about using a structured interview format with child witnesses? A) It increases the likelihood of coercive techniques. B) It decreases rapport with the child. C) It increases the reliability of the information obtained. D) It has not yet been approved for use in the Canadian legal system. QuestionID: 07-1-47 Page-Reference: 202-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: C) It increases the reliability of the information obtained. 48. As a general rule, as children get older, they solve problems A) more often and more effectively. B) more often but less effectively. C) less often but more effectively. D) less often and less effectively QuestionID: 07-1-48 Page-Reference: 206-208 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?

Answer: A) more often and more effectively. 49. ________ transform the information in a problem into mental representation A) Decoding processes B) Encoding processes C) Mental strategies D) Automatic processes QuestionID: 07-1-49 Page-Reference: 208 Topic: Problem Solving Skill: Factual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children? Answer: B) Encoding processes 50. Which of the following is a factor that contributes to young children's failure to use prior planning to solve problems? A) Young children believe that they need an explicit plan to solve a problem. B) Planning is hard work that young children are willing to invest in. C) Planning requires encoding processes which young children don't possess. D) Young children may expect parents and adults to solve complex problems for them. QuestionID: 07-1-50 Page-Reference: 208-209 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children? Answer: D) Young children may expect parents and adults to solve complex problems for them. 51. Rules of thumb that do not guarantee a solution but are often useful in solving a range of problems are known as A) encoding processes. B) decoding processes. C) means-ends analysis. D) heuristics. QuestionID: 07-1-51 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: D) heuristics.

52. A baby who pulls a cloth toward herself to achieve the main goal of grabbing a toy is demonstrating A) means-ends analysis. B) memory. C) object permanence. D) automatic processes. QuestionID: 07-1-52 Page-Reference: 208-211 Topic: Problem Solving Skill: Applied Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: A) means-ends analysis. 53. When experiments are combined instead of evaluated independently so that the results are ambiguous, they are said to be A) valid. B) reliable. C) confounded. D) longitudinal. QuestionID: 07-1-53 Page-Reference: 211-212 Topic: Problem Solving Skill: Factual Objective: 7.2.3. Can children and adolescents reason scientifically? Answer: C) confounded. 54. ________ is the process of identifying a unique pattern of letters. A) Comprehension B) Word recognition C) The cardinality principle D) Phonological awareness QuestionID: 07-1-54 Page-Reference: 213 Topic: Problem Solving Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: B) Word recognition 55. The process of extracting meaning from a sequence of words is referred to as A) word recognition. B) phonological awareness.

C) the one-to-one principle. D) comprehension. QuestionID: 07-1-55 Page-Reference: 213 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: D) comprehension. 56. When Edna saw the words "Push the red button", she pushed the red button. Edna demonstrated A) word recognition. B) comprehension. C) word recognition and comprehension. D) neither word recognition nor comprehension. QuestionID: 07-1-56 Page-Reference: 213 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: C) word recognition and comprehension. 57. Being able to hear the distinctive sounds made by different letters is called A) comprehension. B) word recognition. C) the stable-order principle. D) phonological awareness. QuestionID: 07-1-57 Page-Reference: 214 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: D) phonological awareness. 58. Dr. Morris said the words cat, hat, dog, and bat and asked Aarifa which word did not rhyme with the others. Dr. Morris appears to be interested in Aarifa's A) comprehension. B) phonological awareness. C) word recognition. D) propositions.

QuestionID: 07-1-58 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: B) phonological awareness. 59. Phonological awareness A) is related to success in learning to read. B) cannot be improved by reading to a child. C) does not occur until after a child has learned to read. D) is the process of extracting meaning from words. QuestionID: 07-1-59 Page-Reference: 214 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: A) is related to success in learning to read. 60. Which of the following kindergartners will be most likely to learn to read more easily? A) Erik, who cannot identify words that rhyme and words that don't rhyme. B) Siu-lan, who does not know most of the letters of the alphabet. C) Sholonda, whose parents read rhymes to her. D) Justin, who cannot identify the first, middle, or last sounds found in short words. QuestionID: 07-1-60 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: C) Sholonda, whose parents read rhymes to her. 61. When parents read rhyming stories, such as those written by Dr. Seuss, to their children, their A) children's phonological awareness decreases. B) children usually become bored and learn to dislike reading. C) children may enjoy it but their reading skills will not improve. D) children learn how to read easier. QuestionID: 07-1-61 Page-Reference: 214 Topic: Academic Skills Skill: Conceptual

Objective: 7.3.1. What are the components of skilled reading? Answer: D) children learn how to read easier. 62. Your friend is very worried that her daughter may have trouble learning to read because she had a hard time when she was a child. What is a piece of advice that you can give her? A) Tell her to read rhyming stories, such as those written by Dr. Seuss, to her daughter. B) Tell her to let the teachers teach her daughter, because parents can interfere with learning. C) Tell her to ignore word sounds as she's teaching her daughter—they only make children more confused. D) Tell her to make sure that she's not adding any extra comments about reading-related features of the books. QuestionID: 07-1-62 Page-Reference: 214 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: A) Tell her to read rhyming stories, such as those written by Dr. Seuss, to her daughter. 63. "Sounding out" words A) is more common in older readers than in beginning readers. B) is commonly done by beginning readers. C) hinders reading ability. D) involves recognizing words through direct retrieval from long-term memory QuestionID: 07-1-63 Page-Reference: 215 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: B) is commonly done by beginning readers. 64. Beginning readers A) use sentence context to help them recognize words. B) rarely use "sounding out" to identify words. C) do not use direct retrieval of words. D) retrieve unfamiliar words more rapidly than familiar words. QuestionID: 07-1-64 Page-Reference: 216 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: A) use sentence context to help them recognize words. 65. When Kelly saw the word hat, she said, "H-h-h-h-a-a-a-t-t-t!" Kelly appeared to use ________ to recognize the word hat. A) direct retrieval B) context cues C) comprehension D) sounding out QuestionID: 07-1-65 Page-Reference: 215 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: D) sounding out 66. Retrieving words from memory is used in reading by A) beginning readers only. B) skilled readers only. C) both beginning and skilled readers. D) neither beginning nor skilled readers. QuestionID: 07-1-66 Page-Reference: 215 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: C) both beginning and skilled readers. 67. In recent years there has been a growing recognition of the need to change educational practices and to improve education experiences for Indigenous populations. Studies in Canada of teachers working in Indigenous communities have shown that changes to school system practices, taking into account the different nature of the community, are needed. When cultural traditions, such as ________________, and experiential learning, are linked to the literacy practices of schooling, educational outcomes for Indigenous children are improved. A) math tests B) heuristics C) cognition D) singing and storytelling QuestionID: 07-1-67 Page-Reference: 216 Topic: Academic Skills Skill: Conceptual

Objective: 7.3.1. What are the components of skilled reading? Answer: D) singing and storytelling 68. A group of teachers is discussing how children read. Which of them made a TRUE statement? A) Hester, who said beginning readers sound words out, but advanced readers always retrieve words from memory. B) Fran, who said advanced readers sound words out and only beginning readers use memory retrieval. C) Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more words from memory but will still sound out unfamiliar words. D) Mary, who said sounding out words is quicker than retrieving words from memory. QuestionID: 07-1-68 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: C) Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more words from memory but will still sound out unfamiliar words. 69. Which of the following is a factor that contributes to improved comprehension in children with more reading experience? A) Children with more reading experience have less working memory capacity to devote to comprehension. B) Children with more reading experience don't know much about grammatical structure of sentences. C) Older and better readers can store more of a sentence in memory as they try to identify the propositions it contains. D) Older and better readers aren't good at monitoring their comprehension. QuestionID: 07-1-69 Page-Reference: 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: C) Older and better readers can store more of a sentence in memory as they try to identify the propositions it contains. 70. As Derrick read the sentence "The little girl swam in the pool", he could derive a number of ________ including "there is a girl", "the girl is little", "the girl was in the pool", and "the girl was swimming." A) scripts B) phonological awarenesses C) one-to-one principles D) propositions QuestionID: 07-1-70

Page-Reference: 217 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: D) propositions 71. Which of the following is a factor that contributes to improved reading comprehension with age? A) Children's knowledge of their world increases so they understand more of what they read. B) Working memory capacity decreases which makes identifying propositions more difficult. C) Younger readers are more likely to reread passages that they find confusing or difficult. D) Younger readers are better able to select a reading strategy that fits the material being read. QuestionID: 07-1-71 Page-Reference: 217 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: A) Children's knowledge of their world increases so they understand more of what they read. 72. When writing, young children are more likely to use ________ strategies whereas adolescents more often use ________ strategies. A) phonological; propositional B) prepositional; phonological C) knowledge-telling; knowledge-transforming D) knowledge-transforming; knowledge-telling QuestionID: 07-1-72 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve? Answer: C) knowledge-telling; knowledge-transforming 73. Which of the following is a reason for the improvements in writing that occur as children mature? A) As children mature, they gain more knowledge about the world but also become increasingly stubborn and therefore tend to have less to tell others in their writing. B) Adolescents use a knowledge-telling strategy and young children use a knowledge-transforming strategy when writing. C) Younger children need to concentrate less on the mechanical requirements (e.g., printing, spelling, punctuation) than do olderchildren. D) As children develop, they have greater skill in revising and editing their writing. QuestionID: 07-1-73

Page-Reference: 218-219 Topic: Academic Skills Skill: Conceptual Objective: 7.3.2. As children develop, how does their writing improve? Answer: D) As children develop, they have greater skill in revising and editing their writing. 74. When 14-year-old Allison writes a story, she first decides what she wants to write about and then thinks about how she could most effectively organize the information to get her ideas across to the reader. Allison uses a ________ writing strategy. A) knowledge-transforming B) knowledge-telling C) word recognition D) comprehension QuestionID: 07-1-74 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve? Answer: A) knowledge-transforming 75. As children get older, their writing improves because A) they have more general knowledge about the world. B) they begin to write down information directly as they retrieve it from memory. C) they spend more time on the mechanical aspects of writing. D) they don't revise their writing as much as they did when younger. QuestionID: 07-1-75 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve? Answer: A) they have more general knowledge about the world. 76. Cheikh is in Grade 2 and his teacher has asked him to write an autobiography. Which of the following will likely be TRUE about Cheikh's writing? A) Cheikh will keep revising his story until he likes his final draft. B) If Cheikh does revise his autobiography, it will be much improved. C) Cheikh will be able to identify problems with his writing and will be able to correct them. D) Cheikh's first draft will likely be his final draft. QuestionID: 07-1-76 Page-Reference: 218-219

Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve? Answer: D) Cheikh's first draft will likely be his final draft. 77. By about ________ of age infants are able to distinguish two objects from three. A) one month B) four months C) 18 months D) two years QuestionID: 07-1-77 Page-Reference: 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) four months 78. You show five-month-old Zachary many pictures of two objects. At first he looks at each picture for several seconds, but after several are shown he just glances at each briefly then looks away. Then you show him a picture of three objects. What would you expect him to do? A) Look at the picture briefly then look away, because to him it looks just like a picture with two objects. B) Look at the picture with renewed interest for several seconds, because he will recognize that three objects are different from two objects. C) Look at the picture and say, "One, two, three." D) Start crying and refuse to look at the picture because it is unfamiliar. QuestionID: 07-1-78 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) Look at the picture with renewed interest for several seconds, because he will recognize that three objects are different from two objects. 79. Most four-month-old infants A) cannot distinguish one object from two objects. B) use the one-to-one principle. C) can distinguish two objects from three objects. D) do not seem to be sensitive to quantity as a characteristic of stimuli. QuestionID: 07-1-79 Page-Reference: 220-227

Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) can distinguish two objects from three objects. 80. Infants are able to distinguish differences in quantity because A) they are able to count objects. B) adults tell them how many objects there are. C) their perceptual system is sensitive to quantity as a characteristic of stimuli. D) they understand the one-to-one principle. QuestionID: 07-1-80 Page-Reference: 220-227 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) their perceptual system is sensitive to quantity as a characteristic of stimuli. 81. According to Gelman and Meck (1986), the one-to-one principle, the stable-order principle, and the cardinality principle are usually mastered by A) five months of age. B) one year of age. C) three years of age. D) five years of age. QuestionID: 07-1-81 Page-Reference: 222 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) three years of age. 82. The one-to-one principle states A) that the last number name differs from the previous ones in a counting sequence by denoting the number of objects. B) that number names must be counted in the same order. C) that there must be one and only one number name for each object that is counted. D) the conventional sequence of the number names. QuestionID: 07-1-82 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual

Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) that there must be one and only one number name for each object that is counted. 83. When Dan sees three objects, sometimes he counts them as "1, 2, 5", sometimes as "1, 2, b", and other times as "2, 1, a". Dan A) appears to have mastered the one-to-one principle and the stable-order principle. B) appears to have mastered the one-to-one-principle but not the stable-order principle. C) appears to have mastered the stable-order principle but not the one-to-one principle. D) does not appear to have mastered the one-to-one principle or the stable-order principle. QuestionID: 07-1-83 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) appears to have mastered the one-to-one-principle but not the stable-order principle. 84. The ________ principle states that number names must be counted in the same order. A) stable-order B) cardinality C) one-to-one D) propositions QuestionID: 07-1-84 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) stable-order 85. Who has mastered the stable-order principle? A) Jacob, who sometimes counts five objects as "1, 2, 4, 5, 6" and other times as "1, 2, 3, 5, 7". B) Will, who always counts five objects as "1, 2, 5, 7, 8". C) Nate, who consistently counts five objects as "1, 2, 3, 4, 5". D) Both Will and Nate. QuestionID: 07-1-85 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) Both Will and Nate.

86. According to the ________ principle, the last number name differs from the previous ones in a counting sequence by denoting the number of objects. A) stable-order B) propositional C) cardinality D) one-to-one QuestionID: 07-1-86 Page-Reference: 222 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: C) cardinality 87. The ________ principle is illustrated by a child who counts a set of Star Wars figures "1,2,5, 8...Eight! There are eight Star Wars figures." A) cardinality B) stable-order C) one-to-one D) addition QuestionID: 07-1-87 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) cardinality 88. Which child appears to have mastered the cardinality principle? A) Kelsey, who always counts three cars as "1, 2, 3". B) Casey, who consistently counts three cars as "10, 9, 8". C) Jenny, who sometimes counts three cars as "1, a, 2, b". D) Haley, who counts three cars as "1, 5, 6...SIX CARS!" QuestionID: 07-1-88 Page-Reference: 222 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) Haley, who counts three cars as "1, 5, 6...SIX CARS!" 89. Which of the following is a how-to-count principle described by Gelman and Meck (1986)?

A) Means-end analysis B) Stable-order C) Addition D) Centration QuestionID: 07-1-89 Page-Reference: 222 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) Stable-order 90. Which of the following statements about learning to count is TRUE? A) Once children can apply the one-to-one, the stable-order, and the cardinality principles they will count like adults. B) Learning to count beyond nine is easier than learning to count up to nine. C) When there are limits to how far a child knows how to count, the child will usually stop counting at a number ending in 0. D) Learning to count beyond 10 is easier in English than in other languages. QuestionID: 07-1-90 Page-Reference: 222-223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) Learning to count beyond nine is easier than learning to count up to nine. 91. If you ask a five-year-old, "If you had three cookies and I gave you two more, how many cookies would you have altogether?", the preschooler would A) be unlikely to be able to answer the question correctly. B) probably solve the problem by counting on his fingers. C) probably solve the problem by counting mentally. D) probably solve the problem by retrieving the answer from memory. QuestionID: 07-1-91 Page-Reference: 223-224 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: B) probably solve the problem by counting on his fingers. 92. As children receive formal instruction in arithmetic in Grade 1, they are more likely to solve addition problems by counting

A) mentally. B) on their fingers. C) aloud. D) on both hands. QuestionID: 07-1-92 Page-Reference: 223-224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) mentally. 93. Mariko is in Grade 1 and is receiving formal arithmetic instruction. How will Mariko likely solve an arithmetic problem? A) She will count mentally. B) She will use her fingers. C) She will count aloud. D) She will use a calculator. QuestionID: 07-1-93 Page-Reference: 223-224 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A) She will count mentally. 94. Retrieving answers to math problems from memory is more likely A) if children are not confident that the retrieved answer is correct. B) in younger children than older children. C) when there is a weaker link between the addends and the sum. D) with smaller addends than with larger addends. QuestionID: 07-1-94 Page-Reference: 224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) with smaller addends than with larger addends. 95. When are answers to math problems most likely to be retrieved from memory? A) Before children receive formal arithmetic instruction. B) When there is a weaker link between the addends and the sum. C) When the problem has large rather than small addends.

D) When the child solving the problem is older rather than younger. QuestionID: 07-1-95 Page-Reference: 224 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) When the child solving the problem is older rather than younger. 96. In which of the following countries do students show the LOWEST math achievement? A) Japan B) Canada C) Korea D) the United States QuestionID: 07-1-96 Page-Reference: 225 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) the United States 97. You are part of a parent group formed to determine how your school system can improve students' academic performance. Based on research on academic excellence in Japanese and Taiwanese schools, which of the following suggestions would you make? A) Give teachers less free time for lesson planning and grading papers. B) Spend less time on teacher training. C) Set lower standards for students, so they are less likely to become frustrated. D) Set higher standards for students and encourage them to spend more time in school-related activities. QuestionID: 07-1-97 Page-Reference: 226 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: D) Set higher standards for students and encourage them to spend more time in school-related activities. 98. Which of the following is a criticism of allowing children to view television? A) Children who watch a lot of TV develop longer attention spans. B) Children who watch a lot of TV are active, involved thinkers. C) Children who watch a lot of TV spend less time in more productive and valuable activities. D) Children who watch a lot of TV spend more time playing sports.

QuestionID: 07-1-98 Page-Reference: 227-229 Topic: Electronic Media Skill: Conceptual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour? Answer: C) Children who watch a lot of TV spend less time in more productive and valuable activities. 99. Which of the following is TRUE regarding the major criticisms put forth regarding television watching (e.g., that because TV programs consist of many brief segments presented in rapid succession, children who watch a lot of TV develop short attention spans and have difficulty concentrating in school)? A) None of the criticisms, as stated, have been consistently supported by research. B) All of the criticisms have been consistently supported by research. C) No research has been done to investigate the validity of these criticisms. D) All of the criticisms were put forth when the television was first invented, and thus, don't apply any longer. QuestionID: 07-1-99 Page-Reference: 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour? Answer: A) None of the criticisms, as stated, have been consistently supported by research. 100. Youngsters who frequently watch _____________ TV become more skilled socially, and preschoolers who watch _________________ improve their academic skills and adjust more readily to school. A) violent; movies B) mathematically-based; writing shows C) half hour shows on; many commercials D) prosocial; Sesame Street QuestionID: 07-1-100 Page-Reference: 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour? Answer: D) prosocial; Sesame Street 101. Which of the following TV shows has been shown to predict grades in high school and the amount of time adolescents spend reading? A) Barney B) Power Rangers

C) Sesame Street D) No TV shows are good for children to watch QuestionID: 07-1-101 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development? Answer: C) Sesame Street 102. Which of the following is TRUE about computers in the classroom? A) Computers are too expensive and as a result, are very rarely used in classrooms. B) Computers allow instructions to be individualized and interactive. C) Computers have been found to be ineffective as a medium for experiential learning. D) Computers have been shown to be a negative influence on children in the classroom. QuestionID: 07-1-102 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school? Answer: B) Computers allow instructions to be individualized and interactive. 103. Early results from Canadian research by Mark Tremblay and colleagues found that during the COVID-19 pandemic, children were using computers in the home much more, with children (ages 5 to 11 years) averaging about _____hours a day and youth (12 to 17 years old) just over ______hours a day. This increase was in part due to increased use of screens for entertainment, but also in part due to the need to use computers to access schooling. A) 1;2 B) 14;20 C) 5; 6 D) 12; 9 QuestionID: 07-1-103 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school? Answer: C) 5; 6 Chapter 07 True-False Questions 1. Young babies can remember events for days or weeks at a time.

a True b False QuestionID: 07-2-01 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember? Answer: a. True 2. Even after they were given a reminder, babies did not remember that kicking would make a crib mobile move. a True b False QuestionID: 07-2-02 Page-Reference: 194-196 Topic: Memory Skill: Factual Objective: 7.1.1. How well do infants remember? Answer: b. False 3. Preschool children use simple memory strategies such as looking at or touching objects that they have been told to remember. a True b False QuestionID: 07-2-03 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: a. True 4. Typically, children begin using rehearsal when they are 12 years old. a True b False QuestionID: 07-2-04 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember?

Answer: b. False 5. Most children are able to use verbal elaboration as a memory strategy, but younger children have more difficulty with visual elaboration. a True b False QuestionID: 07-2-05 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: a. True 6. As children develop, they learn more about how memory operates and they devise theories about memory. All of this is related to the idea of metamemory. a True b False QuestionID: 07-2-06 Page-Reference: 196-199 Topic: Memory Skill: Factual Objective: 7.1.2. How do strategies help children to remember? Answer: a. True 7. Older children are sometimes more prone to memory distortions than younger children. a True b False QuestionID: 07-2-07 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 8. A script is a memory structure that describes a sequence in which events occur. a True b False QuestionID: 07-2-08

Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 9. Experience or knowledge that contradicts a script can distort one's memory for the event or knowledge. a True b False QuestionID: 07-2-09 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 10. The idea that most experiences can be stored in memory exactly (verbatim) or in terms of their basic meaning (gist) is known as fuzzy trace theory. a True b False QuestionID: 07-2-10 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 11. Autobiographical memories are richer when parents talk about past events in detail and encourage the child to participate in these conversations. a True b False QuestionID: 07-2-11 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True

12. Min, who was born and raised in East Asia, is more likely to remember more events from her early years and remember the events in more detail than Margaret, who was born and raised in Canada. a True b False QuestionID: 07-2-12 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: b. False 13. Changing language ability from infancy to adulthood is not related to infantile amnesia. a True b False QuestionID: 07-2-13 Page-Reference: 199-206 Topic: Memory Skill: Conceptual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: b. False 14. Preschoolers in the Sam Stone studies were most likely to be misled when they were exposed to a stereotype about Sam and were questioned using suggestive questions. a True b False QuestionID: 07-2-14 Page-Reference: 199-206 Topic: Memory Skill: Factual Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 15. When questioning children, interviewers should pursue only one explanation of what happened. a True b False QuestionID: 07-2-15 Page-Reference: 199-206 Topic: Memory Skill: Applied

Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: b. False 16. In acting as a witness, children should be interviewed as soon as possible after the event in question. a True b False QuestionID: 07-2-16 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: a. True 17. As a general rule, as children get older, they solve problems more often and more effectively. a True b False QuestionID: 07-2-17 Page-Reference: 206-208 Topic: Problem Solving Skill: Factual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children? Answer: a. True 18. Unlike children's, adults' mental representations are complete. a True b False QuestionID: 07-2-18 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: b. False 19. Although research shows that children become more effective problem solvers as they get older, even young children sometimes show remarkable problem-solving skills. a True b False QuestionID: 07-2-19

Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 20. Young children often believe (unrealistically) that they can solve a problem by boldly forging ahead without an explicit plan. a True b False QuestionID: 07-2-20 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 21. Young children can't plan, even if they are asked to and the problem is not too complex. a True b False QuestionID: 07-2-21 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: b. False 22. Heuristics are rules of thumb that are useful in solving a range of problems. a True b False QuestionID: 07-2-22 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 23. In means-ends analysis, a person determines the difference between the current and desired situations, then does something to reduce the difference.

a True b False QuestionID: 07-2-23 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 24. Logan is two years old. She wants to read her favourite book, but it's out of reach. She finds a chair to stand on, and gets her book down. Logan used means-end analysis to find a solution to her problem (that she wanted her book).. a True b False QuestionID: 07-2-24 Page-Reference: 208-211 Topic: Problem Solving Skill: Applied Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 25. Piaget's view that children and adolescents solve problems in fundamentally different ways is supported by the modern view of problem solving. a True b False QuestionID: 07-2-25 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: b. False 26. According to Siegler's overlapping waves model, children use multiple strategies to solve problems, and over time, these strategies are faster, more accurate, and take less effort. a True b False QuestionID: 07-2-26 Page-Reference: 208-211 Topic: Problem Solving

Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 27. Parents and older peers often scaffold children's problem solving, providing structure and direction that allow younger children to accomplish more than they could alone. a True b False QuestionID: 07-2-27 Page-Reference: 208-211 Topic: Problem Solving Skill: Factual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: a. True 28. Children, but not adolescents, often devise experiments in which variables are confounded. a True b False QuestionID: 07-2-28 Page-Reference: 211-212 Topic: Problem Solving Skill: Factual Objective: 7.2.3. Can children and adolescents reason scientifically? Answer: b. False 29. The general developmental trend for scientific reasoning resembles the one for general problem solving overall: children's skill improves steadily as they grow. a True b False QuestionID: 07-2-29 Page-Reference: 211-212 Topic: Problem Solving Skill: Conceptual Objective: 7.2.3. Can children and adolescents reason scientifically? Answer: a. True 30. The oral traditions common in many Indigenous cultures are simply a different aspect of literacy. a True b False

QuestionID: 07-2-30 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: a. True 31. Word recognition and comprehension are two important processes involved in reading. a True b False QuestionID: 07-2-31 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: a. True 32. Elizabeth's phonological awareness is very well developed. Her friend, Claire's is not. Elizabeth will learn to read more readily than Claire. a True b False QuestionID: 07-2-32 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading? Answer: a. True 33. Reading rhymes to children increases their phonological awareness. a True b False QuestionID: 07-2-33 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: a. True

34. Teaching letter names and sounds while reading to a child does not promote phonological awareness. a True b False QuestionID: 07-2-34 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: b. False 35. Sentence context can speed word recognition. a True b False QuestionID: 07-2-35 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: a. True 36. An increase in the capacity of working memory contributes to improved comprehension. a True b False QuestionID: 07-2-36 Page-Reference: 213-218 Topic: Academic Skills Skill: Factual Objective: 7.3.1. What are the components of skilled reading? Answer: a. True 37. Older readers are less likely than younger readers to reread passages that are difficult or confusing. a True b False QuestionID: 07-2-37 Page-Reference: 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading?

Answer: b. False 38. Younger children usually use a knowledge-transforming strategy when writing. a True b False QuestionID: 07-2-38 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve? Answer: b. False 39. For young children, the mechanical demands of printing letters often interferes with the quality of their writing. a True b False QuestionID: 07-2-39 Page-Reference: 218-219 Topic: Academic Skills Skill: Factual Objective: 7.3.2. As children develop, how does their writing improve? Answer: a. True 40. Luan is a young writer who is working on a speech for her Grade 4 class. She has revised it many times. It is likely that her changes will dramatically improve her writing. a True b False QuestionID: 07-2-40 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve? Answer: b. False 41. Four-month-olds can distinguish between two objects and three. a True b False QuestionID: 07-2-41 Page-Reference: 220-227

Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 42. The one-to-one principle states that the last number name denotes the number of objects being counted. a True b False QuestionID: 07-2-42 Page-Reference: 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: b. False 43. The stable-order principle states that number names must be counted in the same order. a True b False QuestionID: 07-2-43 Page-Reference: 220-227 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 44. By four years of age, most youngsters can count to 20. a True b False QuestionID: 07-2-44 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 45. Learning to count beyond 10 is more complicated in Korean than it is in English. a True b False

QuestionID: 07-2-45 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: b. False 46. Preschoolers in North America count more accurately than preschoolers in Asian countries. a True b False QuestionID: 07-2-46 Page-Reference: 223 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: b. False 47. Retrieval from memory is most likely for math problems that involve small addends. a True b False QuestionID: 07-2-47 Page-Reference: 224 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 48. Canadian elementary school students are better at math operations and math problem solving than their peers in the United States or Australia . a True b False QuestionID: 07-2-48 Page-Reference: 225 Topic: Academic Skills Skill: Factual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True

49. Students in Japan and Taiwan excel because they spend more time both in and out of school on academic tasks. a True b False QuestionID: 07-2-49 Page-Reference: 226 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 50. Many Indigenous school-age children and youth in Canada are struggling in key areas such as reading, mathematics, and science. This significantly increases the likelihood that these students will attend school irregularly and eventually drop out altogether. a True b False QuestionID: 07-2-50 Page-Reference: 226 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: a. True 51. Research shows that TV viewing reduces attention span. a True b False QuestionID: 07-2-51 Page-Reference: 227-229 Topic: Electronic Media Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour? Answer: b. False 52. Television can reduce the quantity and quality of parent-child interactions. a True b False QuestionID: 07-2-52 Page-Reference: 227-229 Topic: Electronic Media

Skill: Factual Objective: 7.4.1. How does watching television affect children's attitudes and behaviour? Answer: a. True 53. The time preschool children spend watching Sesame Street predicts their grades in high school and the amount of time they spend reading as adolescents. a True b False QuestionID: 07-2-53 Page-Reference: 229 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development? Answer: a. True 54. The Canadian Paediatric Society's (CPS's) recommendations regarding television viewing for children under 5 years old are grouped under four main principles, the four Ms: Minimize screen time, Mitigate risks, be Mindful about screen time, and Model healthy screen use. a True b False QuestionID: 07-2-54 Page-Reference: 229 Topic: Electronic Media Skill: Factual Objective: 7.4.2. How does TV viewing influence children's cognitive development? Answer: a. True 55. Research has shown that having computers in the classroom has a detrimental impact on student learning. a True b False QuestionID: 07-2-55 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school? Answer: b. False 56. During the COVID-19 pandemic, children and adolescents were increasing their time using

computers, partly due to accessing schooling. Five or six hours of computer use per day is two to three times more than the usual guidelines, but, as Dr. Michelle Ponti of the Canadian Paediatric Society's Digital Health Task Force noted, in the COVID-19 situation there was a need to change thinking from a focus on absolute time limits to thinking more about reasons for use of screens. a True b False QuestionID: 07-2-56 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school? Answer: a. True 57. Your textbook mentions that, at the time of writing, the COVID-19 pandemic restrictions meant that schools were closed and children across Canada and around the world were studying at home. Many school districts therefore moved to "online" learning, although there are concerns about access, especially for those in disadvantaged households. a True b False QuestionID: 07-2-57 Page-Reference: 230-231 Topic: Electronic Media Skill: Factual Objective: 7.4.3. How do children use computers at home and in school? Answer: a. True Chapter 07 Essay Questions 1. Your friends have a three-month-old son, Zack. Two weeks ago, when Zack was at your house he had been interested in kicking at a ball that makes noise when it rolls. Yesterday when Zack was at your house, he kicked at the ball again as if he remembered moving the ball and hearing its noise. When you pointed out this "memory" to Zack's parents, they said that "everyone knows that babies don't have any memories." What can you tell your friends about memory in infants that might change their minds? QuestionID: 07-3-01 Page-Reference: 194-196 Topic: Memory Skill: Applied Objective: 7.1.1. How well do infants remember? Answer: A good answer will be similar to the following: Tell your friends that young babies remember events for days or weeks at a time. Carolyn Rovee-Collier

connected two- and three-month-olds' legs to a crib mobile using a ribbon. The infants quickly learned to kick their legs to make the mobile move. Even after a few weeks had passed, infants remembered that kicking moves the mobile. Based on the results of this research, it is quite likely that Zack does remember kicking at the ball at your house and your friends are wrong about his memory ability. 2. Memory strategies are techniques or activities that improve remembering. Name and briefly discuss different memory strategies that people use. QuestionID: 07-3-02 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: A good answer will include the following key points: - Rehearsal—Repetitively naming information that is to be remembered - Organization—Structuring material to be remembered so that related information is placed together - Elaboration—Embellishing information to be remembered to make it more memorable - Chunking—Organizing related items into one meaningful group. - Other strategies include outlining or writing a summary and self-testing 3. Explain what is meant by a memory strategy and discuss how memory strategy use changes with age. QuestionID: 07-3-03 Page-Reference: 196-199 Topic: Memory Skill: Conceptual Objective: 7.1.2. How do strategies help children to remember? Answer: A good answer will be similar to the following: A memory strategy is an activity that improves remembering. Memory strategy use begins early, but early strategies are less effective than those used at a later age. Preschool children might look at or touch objects they've been told to remember. School-age children begin to use more effective strategies, such as rehearsal, a strategy of repetitively naming information that is to be remembered. As children get older, they learn more memory strategies and when it is best to use each kind. For example, when they are supposed to learn the main ideas when reading a textbook, they might use outlining or writing a summary rather than rehearsal. Older children are better than younger children at judging the objective of a memory task and at choosing an appropriate strategy for each task. As they get older, children also get better at monitoring the effectiveness of a strategy. 4. Briefly describe Brainerd and Reyna's fuzzy trace theory and the results of their research on it. QuestionID: 07-3-04 Page-Reference: 201-202 Topic: Memory Skill: Conceptual

Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A good answer will include the following key points: According to fuzzy trace theory, most experiences can be stored in memory exactly (verbatim) or in terms of their basic meaning (gist). Brainerd and Reyna hypothesized that some memory errors depend on gist processing, and that if older children and adolescents are biased to gist processing, they should be more prone to those errors than young children. Results indicated that false memories—remembering a word that was never presented—were rare in young children but more common in older children and much more frequent in adults. These results are consistent with fuzzy trace theory. 5. Your uncle is a prosecuting attorney who is considering using a young child as a witness in an upcoming trial, but he is concerned about the reliability of a child's testimony. What suggestions could you give him about how to improve the likelihood that his child witness's testimony will accurately reflect what he actually saw? QuestionID: 07-3-05 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A good answer will include the following key points: - Interview children as soon as possible after the event in question. - Encourage children to tell the truth, to feel free to say "I don't know" to questions, and to correct interviewers when they say something that is incorrect. - Start by asking children to describe the event in their own words and follow up with open-ended questions. Minimize the use of specific questions. - Allow children to understand and feel comfortable in the interview format by beginning with a neutral event before moving to the event of interest. - Ask questions that consider alternate explanations of the event. 6. Recently, you took your nephew, Jamie, to a local fast food restaurant. When you took Jamie home, he told his mother, "We drove to Wendy's, we got out of the car, we stood in line, I got a Kid's Meal with chicken nuggets and milk, and I got a cool toy, too." Jamie's recall of the visit to Wendy's was mostly correct but Wendy's was out of milk so Jamie got a soft drink instead. What can you tell Jamie's mother about scripts and how they can influence memory that might explain Jamie's incorrect memory of his lunch? QuestionID: 07-3-06 Page-Reference: 199-206 Topic: Memory Skill: Applied Objective: 7.1.3. How does children's knowledge influence what they remember? Answer: A good answer will be similar to the following: Scripts are memory structures that help describe the sequence of events. Jamie obviously has a script for going

to a fast food restaurant. Jamie's script includes eating chicken nuggets and drinking milk. Scripts can simplify remembering because they eliminate the need to remember each individual activity. However, a script can distort memories that are not consistent with one's script. Drinking a soft drink for lunch at a fast food restaurant is not consistent with Jamie's script for the event so he incorrectly "remembered" information that was consistent with his script. 7. What are some common features of children's and adolescents' problem solving? QuestionID: 07-3-07 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: A good answer will include the following key points: - Young children sometimes fail to solve problems because they don't encode all the important information in a problem. - Young children sometimes fail to solve problems because they don't plan ahead. - Successful problem solving typically depends upon knowledge specific to the problem as well as general processes. - Children and adolescents use a variety of strategies to solve problems. - Collaboration often enhances children's problem solving. 8. Define a "heuristic" and give an example of when it might be used to solve a problem. QuestionID: 07-3-08 Page-Reference: 208-211 Topic: Problem Solving Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: A good answer will be similar to the following: Heuristics are rules of thumb that do not guarantee a solution but are useful in solving a range of problems. They are fast and require very little effort. They do not rely on statistical information, such as an analytical solution would. For example, the textbook talks about a child wanting to sit in the part of the stadium where her friend caught a fly ball (rather than the section where most fly balls are traditionally hit). 9. Describe some of the virtues and drawbacks of collaboration with young children. QuestionID: 07-3-09 Page-Reference: 208-211 Topic: Cognitive Processes and Academic Skills Skill: Conceptual Objective: 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: A good answer will be similar to the following:

Collaboration with young children works well when they are partnered with a parent, a sibling, or a more knowledgeable peer. However, peer collaborations among young children can be tricky because they do not have the social and linguistic skills to work together productively. This is especially true in instances where the problem is outside of either child's zone of proximal development. Also, children in Westernized schools are used to instruction that emphasizes well-defined "right" answers and individual participation—collaboration can be even more difficult to foster in such atmospheres. Collaboration among young children works best when both parties are invested in solving the problem and when they are willing to share the responsibility to do so. In addition, children can be taught to support their classmates and to use them as resources. This technique has been effective in Mexico and Japan. 10. What are some common reasons for why young children sometimes fail to solve problems because of poor planning? QuestionID: 07-3-10 Page-Reference: 208-212 Topic: Problem Solving Skill: Conceptual Objective: 7.2.1. Do older children and adolescents typically solve problems better than younger children?, 7.2.2. What factors contribute to the success of children and adolescents in solving problems? Answer: A good answer will include the following key points: - Young children often believe (unrealistically) that they can solve a problem by boldly forging ahead, without an explicit plan. - Planning is hard work and if young children find that their plans often fail, they may see little point in investing the effort. - Young children may expect parents and other adults to solve complex problems for them. 11. When it comes to the skills associated with real scientific reasoning, children and even adolescents typically have some conspicuous faults. Discuss some of these faults. QuestionID: 07-3-11 Page-Reference: 211-212 Topic: Academic Skills Skill: Conceptual Objective: 7.2.3. Can children and adolescents reason scientifically? Answer: A good answer will include the following key points: - Children and adolescents often have misconceptions about scientific phenomena that interfere with their scientific thinking. - Children and adolescents often devise experiments in which variables are confounded (combined instead of evaluated independently) so that the results are ambiguous. - Children and adolescents often reach conclusions prematurely, basing them on too little evidence. - These findings suggest that children and adolescents have limited scientific skills. - Other findings, however, indicate that young children do have some rudimentary scientific skills. 12. You are teaching Grade 4 science to a group of 9- and 10-year-old students. What can you expect

from them with regards to the scientific method, and are there things that you, as the teacher, can do to help your students improve their scientific reasoning? QuestionID: 07-3-12 Page-Reference: 211-212 Topic: Problem Solving Skill: Applied Objective: 7.2.3. Can children and adolescents reason scientifically? Answer: A good answer will be similar to the following: Nine and 10-year-old children, and even adolescents, typically have some conspicuous faults when it comes to skills associated with real scientific reasoning. They often devise experiments in which variables are confounded; they often reach conclusions prematurely, basing them on too little evidence; and they often have difficulty integrating theory and data. However, even young children can be trained to think more scientifically. As a teacher, you can train your Grade 4 students to avoid confounded experiments by manipulating one variable at a time. To do this, show your students both confounded and unconfounded experiments, then illustrate the difficulty in drawing clear conclusions from confounded experiments. This can result in longlasting improvements in children's understanding of well-designed experiments. 13. What are some factors that contribute to improved reading comprehension? QuestionID: 07-3-13 Page-Reference: 213-218 Topic: Academic Skills Skill: Conceptual Objective: 7.3.1. What are the components of skilled reading? Answer: A good answer will include the following key points: - Children become more skilled at recognizing words, allowing more working capacity to be devoted to comprehension. - Working memory capacity increases, which means that older and better readers can store more of a sentence in memory as they try to identify the propositions it contains. - Children acquire more general knowledge of their physical, social, and psychological worlds, which allows them to understand more of what they read. - With experience, children better monitor their comprehension. - With experience, children use more appropriate reading strategies. 14. Your friend, Kyoung Lae, is a concerned father and he would like to do all that he can to help his four-year-old daughter, Nora, learn to read. What can you tell Kyoung Lae about prereading skills that are related to more skilled reading in Grade 1? QuestionID: 07-3-14 Page-Reference: 213-218 Topic: Academic Skills Skill: Applied Objective: 7.3.1. What are the components of skilled reading?

Answer: A good answer will be similar to the following: Kindergarten children who know most of their letters and who can easily distinguish the sounds that the different letters make are more skilled readers later on. Kyoung Lae can help Nora master these skills by playing games with her that involve identifying the letters of the alphabet. Kyoung Lae also can read books, such as Dr. Seuss or nursery rhymes, that contain rhymes that will increase her phonological awareness. Playing word games that involve identifying different letter sounds in words also will increase Nora's phonological awareness. 15. Your friend's son, Hasani, is in Grade 1 and has been writing a story every Monday in school. Your friend is concerned about Hasani's writing because she thinks that his stories aren't very good. They often have no organization and seem very incomplete. What can you tell your friend about the changes in writing ability that might make her feel better? QuestionID: 07-3-15 Page-Reference: 218-219 Topic: Academic Skills Skill: Applied Objective: 7.3.2. As children develop, how does their writing improve? Answer: A good answer will be similar to the following: You can tell your friend that most children Hasani's age are not very good writers. First, their stories often are very limited because their knowledge of the world is limited. As children learn more about the world, they have more interesting information to incorporate into their stories. Second, young writers, like Hasani, use a knowledge-telling strategy in which they write down information on a topic as they retrieve it from memory. As well, once Hasani masters the mechanical requirements of writing, his stories will improve. Finally, as Hasani gets older, he will have greater skill in revising his stories into better ones. 16. Your brother, Pretesh, is concerned that his two-year-old daughter's counting ability is well below average. When she counts, his daughter will say, "one, two, c, door...door balls" when counting the four balls in a picture book. What can you tell Pretesh about the mastery of the principles of counting that will reassure him that his daughter's counting ability is fine? QuestionID: 07-3-16 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A good answer will be similar to the following: You can reassure your brother that your niece is doing well in the area of counting. Most children begin counting around their second birthday and have mastered the counting principles around age five years. Your niece has mastered the one-to-one principle in which she assigns one and only one number name to each object to be counted. She also has mastered the stable-order principle in which the same names for numbers are used in a consistent order. Your niece also seems to understand that the last number name denotes the number of items in the set (the cardinality principle). In other words, your niece's mastery of counting principles is more

advanced than most two-year-olds. Tell your brother to relax. Your niece has plenty of time to learn the "real" number names. 17. You are having a discussion with a friend about the differences in math achievement in children from different countries (or even from difficult cultures within one country, as is the case with Indigenous peoples in Canada). During your discussion, your friend states, "It must be genetic. Or maybe kids from certain countries are just smarter than kids from other countries" What can you tell your friend about the reasons for cultural differences in math achievement that refute his statement? QuestionID: 07-3-17 Page-Reference: 220-227 Topic: Academic Skills Skill: Applied Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A good answer will be similar to the following: You can tell your friend that, in fact, there are no systematic differences in general intelligence nor in general cognitive skills between children in different countries (or indeed, from different cultures within one country). Experiences at home and school seem to account for the differences in math achievement. In general, children in certain countries (e.g., Japan) spend more hours in school and spend a greater percentage of those hours engaged in academic pursuits. Children in the highest-ranking countries also spend more time per week doing homework and they rate homework as being more valuable than do children in lower-ranking countries. Parents in certain countries tend to have higher expectations for achievement in their children and they believe that effort and experience are critical in determining achievement. In other words, differences in achievement stem from differences in cultural attitudes and school practices. 18. Name and briefly describe the three basic principles of counting. QuestionID: 07-3-18 Page-Reference: 220-227 Topic: Academic Skills Skill: Conceptual Objective: 7.3.3. When do children understand and use quantitative skills? Answer: A good answer will include the following key points: - One-to-one principle—There must be one and only one number name for each object that is counted. - Stable-order principle—Number names must be counted in the same order. - Cardinality principle—The last number name differs from the previous ones in a counting sequence by denoting the number of objects. 19. Some critics have argued that television has several harmful effects on viewers. Discuss this idea. QuestionID: 07-3-19 Page-Reference: 227-231 Topic: Electronic Media Skill: Conceptual

Objective: 7.4.1. How does watching television affect children's attitudes and behaviour?, 7.4.2. How does TV viewing influence children's cognitive development? Answer: A good answer will include some of the following key points: - There are three main criticisms: i) Because TV programs consist of many brief segments presented in rapid succession, children who watch a lot of TV develop short attention spans and have difficulty concentrating in school; ii) because TV provides ready-made, simple-to-interpret images, children who watch a lot of TV become passive, lazy thinkers and become less creative; and iii) children who spend a lot of time watching TV spend less time in more productive and valuable activities, such as reading, participating in sports, and playing with friends. - As stated, none of these criticisms is consistently supported by research. - Watching television itself is unrelated to reduced attention, etc., but the content of the programs is important. - Mixed evidence regarding the idea that TV viewing fosters lazy thinking and stifles creativity; when a TV show depicts characters being creative, the child watching often will be more creative. - The idea that TV viewing replaces other socially more desirable activities – we can't assume that just because someone watches TV for an hour automatically means that if that person didn't watch TV, they'd be playing sports for that hour (they could do something like just lie in bed).

Chapter 08: Intelligence and Individual Differences in Cognition Chapter 08 Multiple-Choice Questions 1. In a joint position statement, the Canadian Psychological Association (CPA) and the Canadian Association of School Psychologists noted regarding publication of results that there was concern "with the failure on the part of the press to acknowledge the many other factors aside from _______________ that are known to influence test performance." A) TV shows B) after-school care C) schooling D) nutrition QuestionID: 08-1-01 Page-Reference: 235 Topic: What Is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: C) schooling 2. Psychologists who specialize in the measurement of psychological characteristics such as intelligence and personality are referred to as A) Piagetians. B) psychometricians. C) information processing theorists. D) Freudians. QuestionID: 08-1-02 Page-Reference: 236 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: B) psychometricians. 3. Nate has decided that he would like to be a psychometrician. Nate is interested in A) studying sensory and perceptual processes. B) Piagetian theory. C) the treatment of mental illnesses. D) the measurement of psychological characteristics. QuestionID: 08-1-03 Page-Reference: 236 Topic: What is Intelligence? Skill: Applied

Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: D) the measurement of psychological characteristics. 4. The psychometric approach to intelligence A) measures intelligence using standardized intelligence tests. B) equates intelligence with the existence of exceptional talent. C) says that intelligent behaviour always involves skillful adaptation to an environment. D) suggests that many different intelligences exist. QuestionID: 08-1-04 Page-Reference: 236 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: A) measures intelligence using standardized intelligence tests. 5. Dr. Jones claims that there is a "g", a general factor for intelligence. In an effort to support his claim, he gave several different tests to many people. Which of the following results would support his claim? A) if individual performances were inconsistent across tests B) if individual performances were consistent across tests C) if when people's scores were averaged across tests, everyone received about the same average score D) if individuals showed different patterns of high and low scores on the tests QuestionID: 08-1-05 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Applied Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: B) if individual performances were consistent across tests 6. The idea that a general factor for intelligence, or g, is responsible for performance on all mental tests was introduced by A) Gardner. B) Thurstone. C) Carroll. D) Spearman. QuestionID: 08-1-06 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?

Answer: D) Spearman. 7. Thurstone and Thurstone's work on intelligence A) emphasized specific factors of intelligence. B) focused on a general factor of intelligence. C) was based on Piaget's theory of cognitive development. D) was based on information-processing research. QuestionID: 08-1-07 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: A) emphasized specific factors of intelligence. 8. Hierarchical theories of intelligence A) include only general factors of intelligence. B) include only specific factors of intelligence. C) include both general and specific factors of intelligence. D) are based on research and theories of cognitive development. QuestionID: 08-1-08 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: C) include both general and specific factors of intelligence. 9. Some research has provided support for the notion that there is a general factor of intelligence, but other investigations have suggested that intelligence consists of distinct abilities. These discrepant results were first resolved by proposing A) information processing approaches. B) hierarchical theories of intelligence. C) Piaget's theory of cognitive development. D) Vygotsky's zone of proximal development. QuestionID: 08-1-09 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: B) hierarchical theories of intelligence.

10. The ability to perceive relations among stimuli (e.g., engaging in inductive reasoning) is referred to as A) broad retrieval ability. B) fluid intelligence. C) crystallized intelligence. D) general intelligence. QuestionID: 08-1-10 Page-Reference: 236-237 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: B) fluid intelligence. 11. Gardner's theory of multiple intelligences is based on all of the following EXCEPT A) research in child development. B) intelligence test scores. C) studies of exceptionally talented people. D) studies of brain-damaged persons. QuestionID: 08-1-11 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: B) intelligence test scores. 12. Which of the following is NOT one of the intelligences proposed by Gardner? A) musical intelligence B) sensory-perceptual intelligence C) intrapersonal intelligence D) bodily-kinesthetic intelligence QuestionID: 08-1-12 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: B) sensory-perceptual intelligence 13. Which of the following intelligences is included in both Gardner's theory of multiple intelligences and in psychometric theories of intelligence? A) linguistic B) bodily-kinesthetic

C) interpersonal D) existential QuestionID: 08-1-13 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: A) linguistic 14. Deborah has an average IQ but is an exceptionally talented dancer. Deborah would be considered to be exceptionally intelligent according to A) a psychometrician. B) Carroll's hierarchical theory of intelligence. C) Gardner's theory of multiple intelligences. D) Binet. QuestionID: 08-1-14 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: C) Gardner's theory of multiple intelligences. 15. Gardner's theory of intelligence A) suggests that one general factor of intelligence exists. B) does not address the issue of the development of intelligence. C) suggests that schools should foster only linguistic and logical/mathematical intelligences. D) suggests that different intelligences are regulated by different regions of the brain. QuestionID: 08-1-15 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: D) suggests that different intelligences are regulated by different regions of the brain. 16. Which of Gardner's intelligences develops first? A) logical-mathematical B) linguistic C) spatial D) all of the intelligences develop simultaneously

QuestionID: 08-1-16 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: B) linguistic 17. Which of the following is one of Gardner's criteria for something to qualify as a distinct intelligence? A) There are no special cases of talented individuals in that area as intelligent individuals will be exceptional in all areas. B) The intelligence is evolutionarily adaptive. C) The intelligence has a unique developmental history. D) The intelligence is regulated by the same regions of the brain as the other intelligences. QuestionID: 08-1-17 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: B) The intelligence is evolutionarily adaptive. 18. Daniel Goleman, author of a bestselling book on emotional intelligence (EI), has argued that EI can be the key to A) healthy development. B) recovery from brain damage. C) a successful career. D) academic success. QuestionID: 08-1-18 Page-Reference: 238 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: C) a successful career. 19. Lamya is very good at using her own and others' emotions for solving problems and living happily. Lamya is high in A) existential intelligence. B) naturalistic intelligence. C) linguistic intelligence. D) emotional intelligence. QuestionID: 08-1-19

Page-Reference: 238 Topic: What is Intelligence? Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: D) emotional intelligence. 20. Gardner's theory of intelligence A) ignores the developmental history of distinct intelligences. B) presents a narrow view of intelligence. C) emphasizes general intelligence. D) has important implications for education. QuestionID: 08-1-20 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: D) has important implications for education. 21. Mrs. Duncan is a Grade 2 teacher who applies Gardner's theory of multiple intelligences in her classroom. Which of the following is she most likely to do? A) give all of her students a traditional intelligence test B) strongly emphasize basic reading and language skills C) incorporate the study of music, dance, and interpersonal relationships in her curriculum D) focus exclusively on developing her students' logical/mathematical abilities QuestionID: 08-1-21 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Applied Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: C) incorporate the study of music, dance, and interpersonal relationships in her curriculum 22. Parker and colleagues looked at the "generalizability" of the concept of EI in a study comparing First Nations children and adolescents with non-Indigenous youngsters. Using a self-report measure, this study showed both that EI was generalizable and that there were overall group differences, with the First Nations youth showing ______ emotional difficulties, apparently related to disadvantaged living conditions and issues such as having close family members who had—in their own childhoods— been placed in _____________ schools. A) less; too many Canadian B) more; musical themed C) less; smaller D) more; residential

QuestionID: 08-1-22 Page-Reference: 238 Topic: What Is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: D) more; residential 23. Sternberg defines successful intelligence as using one's abilities skillfully to achieve one's personal goals. Which of the following is an ability that people use to achieve personal goals? A) analytic ability B) existential ability C) exponential ability D) emotional ability QuestionID: 08-1-23 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: A) analytic ability 24. The ability to deal adaptively with novel situations and problems is known as A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-24 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: D) creative ability 25. The ability to know what solution or plan will actually work is known as A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-25 Page-Reference: 239-240

Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: B) practical ability 26. The ability to systematically look at problems and generate different solutions is known as A) analytic ability B) practical ability C) exponential ability D) creative ability QuestionID: 08-1-26 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: A) analytic ability 27. Both Sternberg and Gardner claim that intelligence is made up of distinct, independent abilities. This means that scores from tests that measure these different abilities A) should be highly and positively correlated. B) should be highly and negatively correlated. C) should be unrelated (no correlation). D) should be highly correlated with other standard intelligence tests. QuestionID: 08-1-27 Page-Reference: 237-240 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?, 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: C) should be unrelated (no correlation). 28. Binet and Simon developed an intelligence test in order to A) measure intelligence across cultures. B) predict job success. C) determine how much of intelligence is due to heredity and how much is due to the environment. D) identify children who are likely to succeed in school. QuestionID: 08-1-28 Page-Reference: 241-245 Topic: What is Intelligence? Skill: Factual

Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: D) identify children who are likely to succeed in school. 29. ________ refers to the difficulty level of the problems that children can solve correctly on an intelligence test. A) Reliability B) Validity C) Mental age D) Chronological age QuestionID: 08-1-29 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: C) Mental age 30. A "bright" eight-year-old might have a mental age of A) 4. B) 6. C) 8. D) 10. QuestionID: 08-1-30 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: D) 10. 31. According to the method that Binet and Simon used to score their intelligence scale, a seven-year-old child who could correctly solve problems that the average eight-year-old could solve would have a mental age (MA) of A) seven years. B) seven years, six months. C) eight years. D) nine years. QuestionID: 08-1-31 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?

Answer: C) eight years. 32. Which of the following shows the formula Terman used to calculate an intelligence quotient? A) IQ = MA/CA x 100 B) IQ = CA/MA x 100 C) IQ = CA/MA D) IQ = MA/CA QuestionID: 08-1-32 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A) IQ = MA/CA x 100 33. According to the method that Terman used to score the early versions of the Stanford-Binet, a child with a chronological age of 10 years and a mental age of 12 years would have an IQ of A) 83. B) 100. C) 112. D) 120. QuestionID: 08-1-33 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: D) 120. 34. Melissa is 10 years old and has a mental age of five years. According to Terman's method of calculating an intelligence quotient, she has an IQ of A) 200. B) 100. C) 50. D) 20. QuestionID: 08-1-34 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: C) 50.

35. Which of the following statements about the Stanford-Binet intelligence test is TRUE? A) The Stanford-Binet IQ scores can be used to compare children of different ages. B) Educators have not found the Stanford-Binet to be useful. C) The Stanford-Binet is no longer a popular test. D) The Stanford-Binet is a group intelligence test. QuestionID: 08-1-35 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A) The Stanford-Binet IQ scores can be used to compare children of different ages. 36. The Stanford-Binet intelligence test A) should be administered only to children, not to adults. B) is administered to one person at a time. C) requires examinees to attempt all questions on the test. D) can be administered in a group. QuestionID: 08-1-36 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) is administered to one person at a time. 37. It would be appropriate to administer the Stanford-Binet intelligence test to A) two-year-old Isabella. B) six-month-old Rosie. C) one-year-old Benjamin D) one-month-old Samuel. QuestionID: 08-1-37 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A) two-year-old Isabella. 38. In today's version of the Stanford-Binet intelligence test, an individual's IQ is calculated by A) dividing an individual's mental age by his or her chronological age and then multiplying by 100. B) correlating his or her scores on the various subtests.

C) comparing how many questions the individual passed to the average number passed by individuals of the same age. D) multiplying the number of test items passed by 100. QuestionID: 08-1-38 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: C) comparing how many questions the individual passed to the average number passed by individuals of the same age. 39. Which of the following is an advantage of individual intelligence tests over group intelligence tests? A) They are less expensive to administer. B) They are less likely to require a trained examiner. C) They can provide information about many individuals quickly. D) They optimize the motivation and attention of the examinee. QuestionID: 08-1-39 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: D) They optimize the motivation and attention of the examinee. 40. The Wechsler Intelligence Scale for Children-IV (WISC-IV) differs from the Stanford-Binet test in that the WISC-IV A) does not yield any IQ scores. B) yields scores for verbal comprehension, perceptual reasoning, working memory and processing speed. C) is not widely used in assessment and research with children. D) does not have subtests. QuestionID: 08-1-40 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) yields scores for verbal comprehension, perceptual reasoning, working memory and processing speed. 41. Dr. Richards wants to measure the intelligence of six-month-old Olaf. Which intelligence test would be most appropriate to use? A) the Wechsler Intelligence Scale for Children-III

B) the Bayley Scales C) the Stanford-Binet D) there is no appropriate test for infants QuestionID: 08-1-41 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) the Bayley Scales 42. We do have to be cautious about the generalizability of tests. Some researchers have found ethnic differences in scores. For example, McClain and her colleagues found that Native American children performed lower than the average on tests such as the _______________ and other developmental tests, including the Peabody Developmental Motor Scales. There are a variety of potential issues with such testing, including familiarity with the types of items used in the tests and ___________ differences about interaction. A) Fagan Test; lots of B) Bayley Scales; cultural C) Zoomer Test; fun D) Arranged Scales; potential QuestionID: 08-1-42 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) Bayley Scales; cultural 43. The Bayley Scales of Infant Development A) are designed for use with infants only up to one year of age. B) do not assess adaptive behaviour. C) contain mental and motor scales. D) contain motor but not mental scales. QuestionID: 08-1-43 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: C) contain mental and motor scales. 44. A test is ________ if it yields scores that are consistent when it is administered on two or more

different occasions. A) valid B) stable C) psychometric D) contextual QuestionID: 08-1-44 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) stable 45. An intelligence test is stable if it A) yields scores that are consistent over various time intervals. B) measures what it claims to measure. C) yields scores similar to those of other intelligence tests. D) has been standardized. QuestionID: 08-1-45 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A) yields scores that are consistent over various time intervals. 46. Dr. Dosier developed a new intelligence test. To try it out, he administered it to a child on two separate occasions, one week apart. The child received an IQ score of 120 the first time and 70 the second time. When Dr. Dosier compared the child's second score to his first score, he said to himself, "Hmmm...it looks like this test has a problem with A) validity." B) stability." C) cultural fairness." D) sequential processing." QuestionID: 08-1-46 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: B) stability." 47. The correlation between IQ scores at 6 years of age and adult IQ scores are

A) relatively high; about .7. B) extremely high; about .9. C) relatively low; about .3. D) extremely low; close to 0. QuestionID: 08-1-47 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A) relatively high; about .7. 48. During childhood and adolescence, IQ scores are A) very unstable. B) somewhat unstable. C) very stable. D) reasonably stable. QuestionID: 08-1-48 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: D) reasonably stable. 49. Which of the following statements BEST describes the relation between infant intelligence tests and later IQ? A) Infant tests predict later IQ very well. B) Infant tests do not predict later IQ. C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24-months old. D) Infant tests emphasize cognitive processes and later tests emphasize sensorimotor skills. QuestionID: 08-1-49 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24months old. 50. Whose score on the Bayley Scales of Infant Development will BEST predict his later IQ? A) 6-month-old Tyler's

B) 12-month-old Simon's C) 24-month-old Joseph's D) Tyler's, Simon's, and Joseph's scores will predict their later IQs equally well. QuestionID: 08-1-50 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) 24-month-old Joseph's 51. The predictive power of infant intelligence tests is A) high because sensorimotor activities are the beginning of intelligence. B) high because early individual differences can easily be determined. C) low because they evaluate different abilities than are evaluated in older children. D) low because infant tests ignore motor functioning. QuestionID: 08-1-51 Page-Reference: 244-245 Topic: Features of IQ Scores 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) low because they evaluate different abilities than are evaluated in older children. 52. Tests of infant intelligence do not generally predict later behaviour because A) individual differences in ability are too large in infants. B) infant tests are not reliable. C) infant tests tap different abilities than do later tests. D) infant tests have not been standardized like later tests have been. QuestionID: 08-1-52 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) infant tests tap different abilities than do later tests. 53. Beca's six-month-old son obtained a high score on the Bayley. What does this tell her about her son? A) Her son is very likely to have a high IQ later in childhood and adulthood. B) Her son will be athletically talented. C) Her son was exposed to teratogens prenatally.

D) Her son's development is progressing normally. QuestionID: 08-1-53 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: D) Her son's development is progressing normally. 54. Efforts to predict later IQ using estimates of infants' information-processing have revealed that A) infants who process information slowly tend to have higher IQs as children. B) information-processing is unrelated to later IQ. C) infants who process information more rapidly and efficiently tend to have higher IQs as children. D) information-processing measures are not as good as infant intelligence tests at predicting children's later IQ scores. QuestionID: 08-1-54 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A) infants who process information more rapidly and efficiently tend to have higher IQs as children. 55. Dewika wants to find out what her six-month-old daughter's IQ is likely to be later in childhood and adolescence. Which of the following would be most appropriate to administer to a six-month-old and would best predict her later IQ? A) the Wechsler Scales B) the Stanford-Binet C) the Bayley Scales D) estimates of information-processing QuestionID: 08-1-55 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: D) estimates of information-processing 56. Infant tests, such as the Bayley Scales, have been useful in predicting A) developmental progress early in life.

B) academic success. C) superior academic performance. D) superior athletic ability. QuestionID: 08-1-56 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A) developmental progress early in life. 57. The best use of an infant intelligence test is to A) predict an infant's intelligence as an adult. B) predict an infant's later school achievement. C) assess an infant's development early in life. D) predict current scores on the Wechsler Scales. QuestionID: 08-1-57 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) assess an infant's development early in life. 58. Some researchers have found that ____________________ predicts grades in school even better than IQ scores do. A) enthusiasm B) activity level C) self-discipline D) age QuestionID: 08-1-58 Page-Reference: 245 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) self-discipline 59. From early childhood to late adolescence, it is most common for IQ scores to A) change little. B) first decrease, then increase.

C) first increase, then decrease. D) increase steadily. QuestionID: 08-1-59 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A) change little. 60. Dr. Barnes wants to prove that intelligence is stable by comparing the IQ scores of a group of individuals tested at two different ages. He is most likely to obtain the evidence he wants if he first tests individuals at age ________ and then again at age ________. A) 1 year; 5 years B) 1 year; 17 years C) 3 years; 7 years D) 11 years; 15 years QuestionID: 08-1-60 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: D) 11 years; 15 years 61. Dynamic testing is based on A) Vygotsky's ideas of zone of proximal development and scaffolding. B) Piaget's ideas of operational thought. C) Binet's original assessment measure. D) Sternberg's theory of successful intelligence. QuestionID: 08-1-61 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A) Vygotsky's ideas of zone of proximal development and scaffolding. 62. Greater improvement over the course of a dynamic testing session indicates greater A) learning potential. B) influence of heredity on intelligence. C) baseline skill level. D) analytic, but not practical, ability.

QuestionID: 08-1-62 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A) learning potential. 63. Tests that measure a child's learning potential by having them learn something new are called A) static tests. B) dynamic tests. C) culture-free tests. D) triarchic tests. QuestionID: 08-1-63 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: B) dynamic tests. 64. Dynamic tests of intelligence A) have been used for many years and have produced well-established results. B) measure a child's learning potential. C) produce the same information as static tests of intelligence. D) measure what a child already knows. QuestionID: 08-1-64 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: B) measure a child's learning potential. 65. Which of the following would be considered dynamic testing? A) Giving Raven's Progressive Matrices to a group of African American children. B) Individually administering the WISC-III to a child. C) Introducing the Spanish language to children who speak only English and assessing how quickly they are able to learn Spanish. D) Assessing children's current physical fitness level on a variety of fitness tasks. QuestionID: 08-1-65 Page-Reference: 245-246

Topic: Features of IQ Scores Skill: Applied Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) Introducing the Spanish language to children who speak only English and assessing how quickly they are able to learn Spanish. 66. An approach to education that relies on individualized classroom interventions and monitoring of progress is called A) dynamic testing (DT). B) psychodynamic testing (PT). C) response to intervention (RTI). D) the Rogerian response (TRR). QuestionID: 08-1-66 Page-Reference: 246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: C) response to intervention (RTI). 67. Select the statement about heredity and intelligence that is correct. A) IQ scores are usually more alike for identical twins than for fraternal twins. B) Biological siblings tend to be less alike in intelligence than a child and an adopted sibling. C) Verbal and spatial abilities are less influenced by heredity than are memory skills. D) Children's IQ scores show distinctive patterns of spurts and lags that appear to be genetically influenced. QuestionID: 08-1-67 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: D) Children's IQ scores show distinctive patterns of spurts and lags that appear to be genetically influenced. 68. Which of the following statements BEST describes hereditary and environmental influences on intelligence? A) Heredity determines intelligence within the normal range. B) The environment determines intelligence within the normal range. C) Both heredity and environment determine intelligence. D) It is not possible to determine the effects of heredity and environment on intelligence. QuestionID: 08-1-68 Page-Reference: 246-249

Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: C) Both heredity and environment determine intelligence. 69. According to your textbook, who is MOST correct about influences on intelligence? A) Joav, who believes that anyone can be either extremely bright or very unintelligent given the proper environment. B) Sandy, who thinks intelligence is purely a result of the genes one is given. C) Rachel, who feels intelligence is determined by a combination of heredity and the environment. D) Helen, who believes there is no way to determine the influence of heredity and environment on intelligence. QuestionID: 08-1-69 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: C) Rachel, who feels intelligence is determined by a combination of heredity and the environment. 70. Which pair of individuals is likely to have the MOST similar IQ scores? A) Janna and Lauren, who are biological mother and daughter B) Jessie and Jenny, who are biological sisters C) Michael and David, who are fraternal twins D) Greg and Craig, who are identical twins QuestionID: 08-1-70 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: D) Greg and Craig, who are identical twins 71. Which of the following siblings would have the most similar IQ scores? A) children and their adopted siblings B) siblings who have the same biological parents C) fraternal twins D) identical twins QuestionID: 08-1-71 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual

Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: D) identical twins 72. Studies of adopted children and both their biological and adoptive parents indicate that A) heredity does not influence IQ because the IQ scores of adopted children do not resemble those of their biological parents. B) environment does not influence IQ because the IQ scores of adopted children do not resemble those of their adoptive parents. C) the impact of the environment on IQ increases as children grow older. D) the impact of heredity on IQ increases as children grow older. QuestionID: 08-1-72 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: D) the impact of heredity on IQ increases as children grow older. 73. Research with adopted children A) typically reveals that as adopted children get older, their IQ scores resemble their biological parents' scores more than their adopted parents' scores. B) indicates that heredity has no impact on intelligence test scores. C) usually finds that adopted children's IQ scores more closely resemble their adoptive parents' scores rather than their biological parents' scores. D) shows that throughout childhood, adoptive parents and biological parents equally influence adopted children's IQ scores. QuestionID: 08-1-73 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A) typically reveals that as adopted children get older, their IQ scores resemble their biological parents' scores more than their adopted parents' scores. 74. The impact of inheritance on IQ A) becomes stronger as children get older. B) decreases as children get older. C) stays the same throughout childhood. D) is not measurable. QuestionID: 08-1-74 Page-Reference: 246-249

Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A) becomes stronger as children get older. 75. Higher IQ scores in children are associated with home environments A) that are well organized. B) that include few toys. C) where a father is absent. D) where both parents work outside the home. QuestionID: 08-1-75 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A) that are well organized. 76. Scott and Luz want to know what they can do to make it more likely that their children will have high IQ scores. What would you recommend they do? A) Keep play materials to a minimum. B) Maintain a relaxed, unorganized home environment because organization can stifle intellectual development. C) Provide a stimulating environment. D) Don't worry about it. Environment has little or no influence on IQ scores. QuestionID: 08-1-76 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: C) Provide a stimulating environment. 77. The interdependence of the members of communities like Canada's Aboriginal communities is referred to as A) communism. B) libertarianism. C) generativity. D) collectivity. QuestionID: 08-1-77 Page-Reference: 246-249 Topic: Features of IQ Scores

Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: D) collectivity. 78. Results of massive, continued intervention programs such as the Canadian Aboriginal Head Start program show that A) long-lasting improvements in the cognitive and social-emotional scores of disadvantaged children can be achieved. B) even with continued intervention, the improvements in disadvantaged children's intelligence are not significant from a practical standpoint. C) improvements in the scores of disadvantaged children are only temporary. D) continued intervention is relatively inexpensive. QuestionID: 08-1-78 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A) long-lasting improvements in the cognitive and social-emotional scores of disadvantaged children can be achieved. 79. Children from economically advantaged homes tend to have __________ test scores than children from economically disadvantaged homes, and European Canadian and Asian Canadian families are more likely to be economically advantaged, whereas Indigenous, Latin American Canadian, and Black Canadian families are ____ likely to be economically disadvantaged. A) higher; less B) lower; less C) higher; more D) lower; more QuestionID: 08-1-79 Page-Reference: 249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: C) higher; more 80. Those taking the tests often do not have the same background and mindset of those who set the tests, making the test-taker inherently disadvantaged. This is an issue for immigrant persons and also for ____________ persons here in Canada. Even within a perceived minority there can be cultural diversity. Both the linguistic differences mentioned earlier in this section and cultural differences, often affecting disadvantaged Indigenous Peoples, can lead to ______________ differences in IQ scores. Thus, there is ample evidence that the administration of tests can be unfair when cultural differences exist.

A) Indigenous; negative B) Asian; negative C) new; positive D) generational; positive QuestionID: 08-1-80 Page-Reference: 251 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A) Indigenous; negative 81. How are socioeconomic status (SES) and IQ related? A) Higher SES class children tend to obtain higher IQ scores than lower SES children. B) Higher SES children tend to obtain lower IQ scores than lower SES children. C) SES and IQ are unrelated. D) SES and IQ are negatively related for European Canadians but are unrelated for African Canadians. QuestionID: 08-1-81 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: A) Higher SES class children tend to obtain higher IQ scores than lower SES children. 82. ________ include test items based on experiences common to many cultures. A) Traditional intelligence tests B) Culture-fair intelligence tests C) Reliable tests D) Habituation measures QuestionID: 08-1-82 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: B) Culture-fair intelligence tests 83. The scoring gaps between ethnic groups are greatly reduced when A) adjustments for economic and social differences are made. B) all groups are compared to one another. C) race is highlighted. D) testing is done in groups.

QuestionID: 08-1-83 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: A) adjustments for economic and social differences are made. 84. Tests such as Raven's Progressive Matrices are designed A) to be culture-fair. B) for white children. C) for black children. D) for lower class children. QuestionID: 08-1-84 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: A) to be culture-fair. 85. Which of the following is a culture-fair intelligence test? A) the Bayley Scales B) the Wechsler Scales C) the Kaufman Assessment Battery for Children D) Raven's Progressive Matrices QuestionID: 08-1-85 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: D) Raven's Progressive Matrices 86. When a culture-fair intelligence test, such as Raven's Progressive Matrices, is used, A) ethnic group differences disappear. B) ethnic group differences increase. C) ethnic group differences are reduced but not eliminated. D) ethnic group differences remain the same. QuestionID: 08-1-86 Page-Reference: 249-254 Topic: Features of IQ Scores

Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: C) ethnic group differences are reduced but not eliminated. 87. The self-fulfilling prophecy in which knowledge of stereotypes leads to anxiety and reduced performance consistent with the original stereotype is called A) stereotype lift. B) stereotype threat. C) stereotype deflation. D) stereotype habituation. QuestionID: 08-1-87 Page-Reference: 251-253 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: B) stereotype threat. 88. Which of the following is an example of stereotype threat? A) Kyoung Lae is aware of the stereotype that Asians are good at math and as a result, he performs well on a math test. B) Joanna is aware of the stereotype that females aren't strong in the maths and sciences, so she goes out and performs well in those areas. C) Jamal is aware of the stereotype that black students don't do well in school and as a result, he struggles on his academic tests. D) Franklin, an older gentleman, is aware of the stereotype that elderly people move at a slower pace and as a result, he walks even faster. QuestionID: 08-1-88 Page-Reference: 251-253 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: C) Jamal is aware of the stereotype that black students don't do well in school and as a result, he struggles on his academic tests. 89. Test scores of many economically disadvantaged children can improve considerably when these children A) are encouraged to say "I don't know" if they are unsure of the answer. B) are given extra time to feel at ease with the examiner. C) spend minimal time with the examiner. D) are encouraged to look directly at the examiner.

QuestionID: 08-1-89 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: B) are given extra time to feel at ease with the examiner. 90. Jarell received a low score on an intelligence test. How should this score be interpreted? A) Jarell has very little of the pervasive general-purpose ability called intelligence. B) Jarell will never have the ability to do well in school or out of school. C) Jarell does not currently have the skills to do well in a middle-class school environment. D) Jarell does not have "street smarts." QuestionID: 08-1-90 Page-Reference: 249-254 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: C) Jarell does not currently have the skills to do well in a middle-class school environment. 91. Nick has an IQ of 150. Nick would be considered A) gifted. B) to have a learning disability. C) to be of average intelligence. D) to have an intellectual disability. QuestionID: 08-1-91 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: A) gifted. 92. To be considered intellectually gifted, an individual must receive an IQ score of ________ or greater on an intelligence test. A) 70 B) 100 C) 130 D) 200 QuestionID: 08-1-92 Page-Reference: 254-255 Topic: Special Children, Special Needs

Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: C) 130 93. Gifted children A) often are emotionally troubled. B) need teachers who know how to foster their talent. C) develop in a sequence that is different from nongifted children's. D) are less mature than their peers. QuestionID: 08-1-93 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: B) need teachers who know how to foster their talent. 94. Modern definitions of giftedness differ from the traditional definition of giftedness in that modern definitions of giftedness A) are based solely on IQ scores. B) are based on convergent thinking ability. C) are narrower. D) include exceptional talent in areas such as art, music, creative writing, and dance. QuestionID: 08-1-94 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: D) include exceptional talent in areas such as art, music, creative writing, and dance. 95. Stereotypes of gifted children as emotionally troubled and unable to get along with their peers A) are accurate. B) contain a kernel of truth. C) are accurate for roughly half of gifted children. D) do not match with reality. QuestionID: 08-1-95 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children?

Answer: D) do not match with reality. 96. Intelligence is associated with ________ whereas creativity is associated with ________. A) convergent thinking; divergent thinking B) divergent thinking; convergent thinking C) genetic influences; environmental influences D) environmental influences; genetic influences QuestionID: 08-1-96 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: A) convergent thinking; divergent thinking 97. Creativity A) is associated with convergent thinking. B) cannot be cultivated or nurtured. C) often is measured by the number and originality of children's responses to questions. D) is associated with determining a standard, correct answer. QuestionID: 08-1-97 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: C) often is measured by the number and originality of children's responses to questions. 98. Julian is asked to name all of the different ways he can think of to use a paper cup. What type of thinking will this involve? A) Divergent thinking. B) Convergent thinking. C) Gifted thinking. D) Dyslexic thinking. QuestionID: 08-1-98 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: A) Divergent thinking. 99. Thinking that goes off in many directions to arrive at an answer in cases in which no one answer is

necessarily correct is termed A) intelligent. B) mentally retarded. C) convergent. D) divergent. QuestionID: 08-1-99 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: D) divergent. 100. Which of the following questions requires the use of divergent thinking? A) How many provinces are there in Canada? B) How many different ways can you think of to use a rubber band? C) Who is the current prime minister of Canada? D) Who was the first man to walk on the moon? QuestionID: 08-1-100 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: B) How many different ways can you think of to use a rubber band? 101. Creativity is associated with A) a high IQ score. B) a low IQ score. C) convergent thinking. D) divergent thinking. QuestionID: 08-1-101 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: D) divergent thinking. 102. What advice would you give to teachers trying to encourage creativity in their students? A) Encourage children to accept conventional wisdom. B) Praise children for correct answers, not for working hard. C) Realize that only a few children have the potential for creative thinking and don't expect to be able to

develop the creativity of the other children. D) Encourage children to take risks and not worry about novel and unusual answers being silly. QuestionID: 08-1-102 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: D) Encourage children to take risks and not worry about novel and unusual answers being silly. 103. According to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders from the American Psychiatric Association (DSM-5), intellectual _________, or intellectual developmental _______________, "is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience." A) functioning; disability B) giftedness; complaint C) disability; disorder D) submorbidity; progress QuestionID: 08-1-103 Page-Reference: 256 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: C) disability; disorder 104. A key element of the definition of intellectual _____________ is substantially below-average intelligence. In contrast, by definition, children with learning _____________ have average intelligence. A) disorders; disability B) giftedness; complaint C) disability; disorders D) submorbidity; progress QuestionID: 08-1-104 Page-Reference: 256 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: C) disability; disorders 105. Ten-year-old Brent has substantially below average intelligence and problems performing the daily living skills needed in his environment. Brent has characteristics of A) a learning disability.

B) intellectual disability. C) divergent thinking. D) adaptive behaviour. QuestionID: 08-1-105 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: B) intellectual disability. 106. The highest score an individual can have and still fit the definition of intellectual disability is A) 20. B) 50. C) 70. D) 90. QuestionID: 08-1-106 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: C) 70. 107. Along with substantially below average intelligence, an individual's ________ is considered to determine whether that individual has an intellectual disability. A) adaptive behaviour B) divergent thinking C) emotional health D) physical development QuestionID: 08-1-107 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: A) adaptive behaviour 108. Which of the following is NOT a risk factor for intellectual disabilities? A) social factors B) biomedical factors C) educational factors D) personality factors

QuestionID: 08-1-108 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: D) personality factors 109. Behavioural factors that place individuals at risk for intellectual disability include A) inadequate special education services. B) impaired parent-child interactions. C) domestic violence. D) malnutrition. QuestionID: 08-1-109 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: C) domestic violence. 110. Roughly ______% of North American children are classified as having a learning disorder. A) 1 B) 5 C) 10 D) 15 QuestionID: 08-1-110 Page-Reference: 257 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: B) 5 111. Developmental dyscalculia refers to A) a difficulty in understanding words that have been read successfully. B) a sensory impairment that contributes to learning difficulties. C) a difficulty in mathematics. D) a difficulty in reading individual words. QuestionID: 08-1-111 Page-Reference: 255-258 Topic: Special Children, Special Needs

Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: C) a difficulty in mathematics. 112. Understanding learning disorders is complicated because A) they are affected by teaching instruction, which varies widely. B) each type has its own causes. C) different types of learning disorders all overlap with one another. D) they are compounded with lower intelligence. QuestionID: 08-1-112 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: B) each type has its own causes. 113. Individuals with mild intellectual disabilities A) can learn the skills necessary for a job. B) can keep up with peers in school with a little extra work. C) usually are institutionalized. D) are unable to learn even the simplest self-care skills. QuestionID: 08-1-113 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: A) can learn the skills necessary for a job. 114. Hasifa has normal intelligence, but is having much difficulty learning to read. She does not have any vision or hearing problems that might explain her difficulty. Hasifa has characteristics of A) an attention deficit hyperactivity disorder. B) a learning disorder. C) mild intellectual disability. D) moderate intellectual disability. QuestionID: 08-1-114 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder?

Answer: B) a learning disorder. 115. A child with a learning disorder A) has substantially below average intelligence. B) has normal intelligence but difficulty in an academic subject. C) has a visual impairment. D) is hyperactive. QuestionID: 08-1-115 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: B) has normal intelligence but difficulty in an academic subject. 116. Learning disorders A) are easy to diagnose. B) have virtually the same cause. C) do not occur together (e.g., the same child will not have both math and reading disorders). D) should be treated by specifically tailoring instruction to the individual child's needs. QuestionID: 08-1-116 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: D) should be treated by specifically tailoring instruction to the individual child's needs. 117. All students with learning disorders A) need instruction tailored to their individual needs. B) have problems in phonological awareness. C) have difficulty performing arithmetic operations. D) have attention problems. QuestionID: 08-1-117 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: A) need instruction tailored to their individual needs. Chapter 08 True-False Questions

1. In a joint position statement, the Canadian Psychological Association (CPA) and the Canadian Association of School Psychologists noted regarding publication of results that there was concern "with the failure on the part of the press to acknowledge the many other factors aside from schooling that are known to influence test performance." a True b False QuestionID: 08-2-01 Page-Reference: 234-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: a. True 2. Charles Spearman argued that many different intelligences exist. a True b False QuestionID: 08-2-02 Page-Reference: 234-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: b. False 3. Hierarchical theories of intelligence include both general and specific components of intelligence. a True b False QuestionID: 08-2-03 Page-Reference: 234-237 Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: a. True 4. Fluid intelligence comprises a person's culturally influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocabulary. a True b False QuestionID: 08-2-04 Page-Reference: 234-237

Topic: What is Intelligence? Skill: Factual Objective: 8.1.1. What is the psychometric view of the nature of intelligence? Answer: b. False 5. Gardner's theory of multiple intelligences is based on standardized intelligence test performance. a True b False QuestionID: 08-2-05 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: b. False 6. Gardner's theory of multiple intelligences does not address the developmental history of the different intelligences. a True b False QuestionID: 08-2-06 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: b. False 7. All of Gardner's intelligences are included in psychometric theories of intelligence. a True b False QuestionID: 08-2-07 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: b. False 8. According to Gardner, each intelligence is regulated by distinct regions of the brain. a True b False

QuestionID: 08-2-08 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: a. True 9. People with greater emotional intelligence have higher self-esteem and more satisfying interpersonal relationships. a True b False QuestionID: 08-2-09 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: a. True 10. Gardner believes that schools should foster all intelligences. a True b False QuestionID: 08-2-10 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: a. True 11. The theory of multiple intelligences has important implications for education. Gardner believes that schools should foster all intelligences, rather than just the traditional linguistic and logical-mathematical intelligences, and that teachers should capitalize on the strongest intelligences of individual children. For example, some may learn from focusing on the experiences of Indigenous Peoples living in Canada and the U.S. (interpersonal intelligence). a True b False QuestionID: 08-2-11 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Factual

Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: a. True 12. Analytic ability involves dealing adaptively with novel situations and problems. a True b False QuestionID: 08-2-12 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: b. False 13. Creative ability involves knowing what solution or plan will actually work. a True b False QuestionID: 08-2-13 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: b. False 14. Sternberg defines successful intelligence as using one's abilities skillfully to achieve one's personal goals. a True b False QuestionID: 08-2-14 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Factual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: a. True 15. There are a variety of potential issues with testing children, including familiarity with the types of items used in the tests and cultural differences about interaction; for example, the Indigenous children might have been more cautions in responding, leading to differences in results. a True b False

QuestionID: 08-2-15 Page-Reference: 244 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: a. True 16. The purpose of Binet and Simon's first intelligence test was to determine which children were likely to succeed in school. a True b False QuestionID: 08-2-16 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: a. True 17. IQ stands for Intelligence Question. a True b False QuestionID: 08-2-17 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: b. False 18. The Stanford-Binet provides a verbal IQ, a performance IQ, and an overall IQ. a True b False QuestionID: 08-2-18 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: b. False

19. Group-administered intelligence tests provide information about many people quickly and inexpensively. a True b False QuestionID: 08-2-19 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: a. True 20. The Bayley Scales of Infant Development consist of five scales that measure mental and motor ability. a True b False QuestionID: 08-2-20 Page-Reference: 241-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: a. True 21. Infant IQ scores from 6-month-olds predict later IQ scores. a True b False QuestionID: 08-2-21 Page-Reference: 244-245 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: b. False 22. Scores from infant intelligence tests are not highly related to later IQ scores because infant tests measure different abilities than tests administered to children and adolescents. a True b False QuestionID: 08-2-22 Page-Reference: 244-246 Topic: Features of IQ Scores

Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 23. Estimates of infants' information-processing predict later IQ more effectively than do scores from the Bayley Scales for infants. a True b False QuestionID: 08-2-23 Page-Reference: 244-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 24. The Bayley Scales can be used to detect developmental problems. a True b False QuestionID: 08-2-24 Page-Reference: 244-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 25. Some researchers find that self-discipline predicts grades in school even better than IQ scores do. a True b False QuestionID: 08-2-25 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 26. The Stanford-Binet and the WISC-IV employ dynamic testing.

a True b False QuestionID: 08-2-26 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: b. False 27. IQ scores are poor predictors of school performance. a True b False QuestionID: 08-2-27 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: b. False 28. Intelligence test scores are effective in predicting success in the workplace, particularly for more complex jobs. a True b False QuestionID: 08-2-28 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 29. Dynamic testing measures what a child has learned in the past. a True b False QuestionID: 08-2-29 Page-Reference: 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

Answer: b. False 30. An approach to education that relies on individualized classroom interventions and monitoring of progress is called response to intervention (RTI). a True b False QuestionID: 08-2-30 Page-Reference: 246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: a. True 31. In terms of IQ scores, dizygotic twins develop more similarly than monozygotic twins. a True b False QuestionID: 08-2-31 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: b. False 32. Studies of adopted children indicate that the impact of heredity on IQ decreases during childhood and adolescence. a True b False QuestionID: 08-2-32 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: b. False 33. The results of the Canadian Aboriginal Head Start program indicate that intervention does not improve disadvantaged children's cognitive development. a True b False QuestionID: 08-2-33

Page-Reference: 248 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: b. False 34. The use of culture-fair intelligence tests eliminates ethnic differences in test scores. a True b False QuestionID: 08-2-34 Page-Reference: 251 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: b. False 35. Tests designed to reduce the impact of different experiences by including items based on experiences common to many cultures are called culture-fair intelligence tests. a True b False QuestionID: 08-2-35 Page-Reference: 251 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence test scores? Answer: a. True 36. Stereotype threat may explain why white children have lower intelligence test scores than black children. a True b False QuestionID: 08-2-36 Page-Reference: 251-252 Topic: Features of IQ Scores Skill: Conceptual Objective: 8.2.4. How do ethnicity and socioeconomic status influence intelligence st scores? Answer: b. False 37. Research has shown that gifted children tend to be emotionally troubled and unable to get along with

their peers. a True b False QuestionID: 08-2-37 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: b. False 38. Gifted children need like-minded peers who stimulate their interests. a True b False QuestionID: 08-2-38 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: a. True 39. Modern definitions of giftedness are associated exclusively with scholastic skills. a True b False QuestionID: 08-2-39 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: b. False 40. Most gifted children's talent will flourish even if it is not nourished by parents or mentors. a True b False QuestionID: 08-2-40 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children?

Answer: b. False 41. Creativity is associated with convergent thinking. a True b False QuestionID: 08-2-41 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: b. False 42. Encouraging children to think of alternatives to conventional wisdom fosters creativity. a True b False QuestionID: 08-2-42 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: a. True 43. Limited intellectual skill often is defined as a score of 100 or less on an intelligence test. a True b False QuestionID: 08-2-43 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: b. False 44. Intellectual disability refers to substantial limitations in intellectual ability, as well as problems adapting to an environment, with both emerging before 18 years of age. a True b False QuestionID: 08-2-44 Page-Reference: 255-258 Topic: Special Children, Special Needs

Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: a. True 45. There are only two types of factors that may put individuals at risk for intellectual disabilities: biomedical and social. a True b False QuestionID: 08-2-45 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: b. False 46. Many individuals with intellectual disabilities learn job skills and lead independent lives. a True b False QuestionID: 08-2-46 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: a. True 47. About 1 percent of all school-age children in North America are classified as having a learning disorder. a True b False QuestionID: 08-2-47 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: b. False 48. When reading, Moke has a lot of difficulty reading individual words. His father has decided to take him to a specialist, as this difficulty is a sign of developmental dyslexia. a True

b False QuestionID: 08-2-48 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: a. True 49. According to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders from the American Psychiatric Association (DSM-5), intellectual disability, or intellectual developmental disorder, "is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience." a True b False QuestionID: 08-2-49 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: a. True 50. Intellectual disability refers to substantial limitations in intellectual ability, as well as problems adapting to an environment, with both emerging before 18 years of age. a True b False QuestionID: 08-2-50 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: a. True 51. Children with learning disorders have very low intelligence. a True b False QuestionID: 08-2-51 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Applied

Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: b. False Chapter 08 Essay Questions 1. Name three major approaches to intelligence and briefly discuss their distinguishing characteristics. QuestionID: 08-3-01 Page-Reference: 234-240 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.1. What is the psychometric view of the nature of intelligence?, 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach?, 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: A good answer will include the following key points: - Psychometric: Intelligence is a hierarchy of general and specific skills. - Gardner's theory of multiple intelligences: Nine distinct intelligences exist: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential. - Sternberg's theory of successful intelligence: Successful intelligence is defined as the use of analytic, creative, and practical abilities to pursue personal goals. 2. Name and briefly define the nine intelligences in Gardner's theory of multiple intelligences. QuestionID: 08-3-02 Page-Reference: 237-239 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.2. How does Gardner's theory of multiple intelligences differ from the psychometric approach? Answer: A good answer will be similar to the following: - Linguistic—Knowing the meaning of words, the ability to use words to understand new ideas, and using language to convey ideas to others - Logical-mathematical—Understanding relations that can exist among objects, actions, and ideas, as well as the logical or mathematical relations that can be performed on them - Spatial—Perceiving objects accurately and imagining in the "mind's eye" the appearance of an object before and after it has been transformed - Musical—Comprehending and producing sounds varying in pitch, rhythm, and emotional tone - Bodily-kinesthetic—Using the body in highly differentiated ways, as dancers, craftspeople, and athletes do - Interpersonal—Identifying different feelings, moods, motivations, and intentions in others - Intrapersonal—Understanding one's emotions and knowing one's strengths and weaknesses - Naturalistic—Understanding the natural world, distinguishing natural objects from artifacts, grouping and labelling natural phenomena - Existential—Considering "ultimate" issues, such as the purpose of life and the nature of death

3. Sternberg said that successful intelligence involves three distinct abilities. Name and briefly describe them. QuestionID: 08-3-03 Page-Reference: 239-240 Topic: What is Intelligence? Skill: Conceptual Objective: 8.1.3. What are the components of Sternberg's theory of successful intelligence? Answer: A good answer will include the following key points: - Analytic ability: Analyzing problems and generating different solutions - Creative ability: Dealing adaptively with novel situations and problems - Practical ability: Knowing what solution or plan will actually work 4. Your friends Bernie and Miriam have a six-month-old daughter, Rachel. Rachel was tested using the Bayley Scales of Infant Development and she received a very high score. Bernie and Miriam are convinced that this means Rachel will be gifted when she is older. What can you tell your friends about the relation between infant intelligence test scores and later IQ that might contradict their beliefs? QuestionID: 08-3-04 Page-Reference: 241-246 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like?, 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing? Answer: A good answer will be similar to the following: You can tell Bernie and Miriam that, in general, scores from infant intelligence tests such as the Bayley Scales are not related to later IQ scores. Children must be at least 18 to 24 months old before the scores from infant tests can predict later IQ scores. The reason for this is that infant tests place more emphasis on sensorimotor skills and later tests emphasize cognitive processes such as language, thinking, and problem solving. A high score on the Bayley should reassure Bernie and Miriam that Rachel is developing normally but it should not lead them to believe that Rachel will be gifted later in life. 5. Compare the advantages of group-administered intelligence tests to those of individual-administered intelligence tests. QuestionID: 08-3-05 Page-Reference: 243-244 Topic: What is Intelligence? Skill: Conceptual Objective: 8.2.1. Why were intelligence tests devised initially? What are modern tests like? Answer: A good answer will include the following key points: - Group tests of intelligence have the advantage of providing information about many individuals quickly and inexpensively, often without the need of highly trained psychologists.

- Individual intelligence tests optimize the motivation and attention of the examinee and provide an opportunity for a sensitive examiner to assess factors that may influence test performance. 6. Your friend Elena has been asked to supervise an intervention program that is aimed at preparing disadvantaged children for school. Some people have objected to the program, claiming that it will be expensive and that it is unlikely to work. Based on the results of other Head Start programs, do you think that intervention will be effective? Is it worth it? Why or why not? QuestionID: 08-3-06 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A good answer will be similar to the following: A meta-analysis has shown that Head Start programs were effective and that cognitive benefits extended through elementary school. The effects have been found to be greatest during the preschool years, but cognitive effects were still noticeable through Grade 8, and social-emotional effects were noted into high school. Head Start programs are expensive but so are the economic consequences of poverty, unemployment, and their byproducts. In the long term, the intervention program should pay for itself. 7. Your friends Andre and Mia are both above average in intelligence and they want to know if their new daughter Diane will be intelligent also. They also want to know what they can do to shape Diane's environment to increase the chances that she will be above average in intelligence. What can you tell them about the effects of heredity and environment on intelligence? QuestionID: 08-3-07 Page-Reference: 246-249 Topic: Features of IQ Scores Skill: Applied Objective: 8.2.3. What are the roles of heredity and environment in determining intelligence? Answer: A good answer will be similar to the following: Both heredity and environment influence intelligence. Studies of twins and adopted children provide support for the importance of heredity in influencing intelligence. In twin studies, identical twins have more similar IQ scores than do fraternal twins or other non-twin siblings. Studies comparing adopted children's IQs to those of their biological and adoptive parents have shown that as children grow older their IQs become more similar to their biological parents' IQs. The environment also is important in shaping one's intelligence. Parental behaviour is an important aspect of the environment. Children with high IQ scores have parents who are responsive, stimulating, and highly involved. Also, having a variety of toys that are age-appropriate in an organized environment is associated with higher test scores. Diane probably received genes for above average intelligence from her parents and they will probably provide a stimulating environment that nurtures Diane's intellectual development. 8. Your friend Clyde would like his five-year-old daughter Bonnie to become a violin virtuoso at a young age. Clyde has seen 12- and 13-year-olds winning national competitions on television and he is wondering

what he should do to increase the likelihood that Bonnie will be one of those adolescents in a few short years. What can you tell Clyde about the prerequisites for exceptional talent? QuestionID: 08-3-08 Page-Reference: 254-255 Topic: Special Children, Special Needs Skill: Applied Objective: 8.3.1. What are the characteristics of gifted and creative children? Answer: A good answer will be similar to the following: First, children who develop exceptional talent in an area love the subject and have a very strong desire to master the subject. Second, children with exceptional talent began instruction in the given area at an early age and they received instruction from inspiring and talented teachers. Third, the parents of these children are committed to promoting the children's talents. Clyde sounds as if he is committed to supporting Bonnie's talent and he is willing to find inspiring and talented instructors for Bonnie. The critical question is, does Bonnie love to play the violin and does she have a strong desire to master playing the violin. If Bonnie isn't interested, it will be difficult for her to become a virtuoso in spite of Clyde's wishes. 9. Briefly describe the three components that define a "learning disorder." QuestionID: 08-3-09 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Factual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: A good answer will be similar to the following: 1) Children who have difficulty mastering an academic area (such as reading or math). 2) Children who have normal intelligence that cannot explain their academic difficulties. 3) Children who are not suffering from other conditions that would explain the academic difficulties, such as sensory impairment or inadequate instruction. 10. Describe four factors that place individuals at risk for intellectual disability. Do the factors necessarily cause intellectual disabilities? Explain. QuestionID: 08-3-10 Page-Reference: 255-258 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.2. What are the different forms of intellectual disability and disorder? Answer: A good answer will include the following key points: Four factors are: - Biomedical factors, including chromosomal disorders, malnutrition, and traumatic brain injury - Social factors, such as poverty and impaired parent-child interactions - Behavioural factors, such as child neglect or domestic violence - Educational factors, including impaired parenting and inadequate special education services

No individual factor in this list necessarily leads to intellectual disability. Instead, the risk for intellectual disability grows as more of these are present.

Chapter 09: Language and Communication Chapter 09 Multiple-Choice Questions 1. ________ is/are a system that relates sounds (or gestures) to meaning. A) Pragmatics B) Phonology C) Semantics D) Language QuestionID: 09-1-01 Page-Reference: 262-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: D) Language 2. Which of the following is one of the ways in which language differs from simple communication? A) Language has arbitrary units. B) Language is not structured. C) Language does not show displacement. D) Language is not characterized by generativity. QuestionID: 09-1-02 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A) Language has arbitrary units. 3. The term phonology refers to A) the sounds of a language. B) the study of words and their meanings. C) the structure of a language. D) the study of how people use language to communicate effectively. QuestionID: 09-1-03 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A) the sounds of a language.

4. The sounds of a language are referred to as A) semantics. B) pragmatics. C) phonology. D) syntax. QuestionID: 09-1-04 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: C) phonology. 5. The term semantics refers to A) the sounds of a language. B) the study of words and their meanings. C) the structure of language. D) the study of how people use language to communicate effectively. QuestionID: 09-1-05 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: B) the study of words and their meanings. 6. Roger is fascinated with learning the meanings of words. Roger has a keen interest in A) phonology. B) semantics. C) syntax. D) grammar. QuestionID: 09-1-06 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: B) semantics. 7. Syntax refers to A) the sounds of a language. B) the study of words and their meanings. C) rules that specify how words are combined to form sentences.

D) the study of how people use language to communicate effectively. QuestionID: 09-1-07 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: C) rules that specify how words are combined to form sentences. 8. The rules used to specify how words are combined to form sentences are referred to as A) syntax. B) phonology. C) pragmatics. D) semantics. QuestionID: 09-1-08 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A) syntax. 9. One characteristic of language is that an infinite number of utterances can be produced from the vocabulary. This is referred to as A) symbolism. B) generativity. C) displacement. D) expressiveness. QuestionID: 09-1-09 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: B) generativity. 10. ________ is the study of how people use language to communicate effectively. A) Phonology B) Grammar C) Semantics D) Pragmatics QuestionID: 09-1-10

Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: D) Pragmatics 11. Vouloumanos and Werker studied Canadian infants from English-speaking families. They showed that infants ranging in age from _______ months listened longer to speech sounds than to otherwise similar nonspeech sounds. A) 7 to 9 B) 2 to 7 C) 1 to 2 D) 9 to 12 QuestionID: 09-1-11 Page-Reference: 264 Topic: The Road to Speech Skill: Factual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: B) 2 to 7 12. The basic building blocks of language that are used to form words are called A) morphemes. B) grammars. C) lexicals. D) phonemes. QuestionID: 09-1-12 Page-Reference: 264-265 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) phonemes. 13. Which of the following is an example of a phoneme? A) "bababababa" B) the "ing" in "playing" C) "Me go." D) the "d" sound in "dog" QuestionID: 09-1-13 Page-Reference: 264-265 Topic: The Road to Speech

Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) the "d" sound in "dog" 14. Infants as young as ________ of age can distinguish phonemes. A) one month B) six months C) one year D) two years QuestionID: 09-1-14 Page-Reference: 264-265 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: A) one month 15. Infants who are younger than six months of age A) do not need to experience speech sounds in their environment to be able to discriminate them. B) must experience speech sounds in their environment to be able to discriminate them. C) can discriminate only the sounds found in their native language. D) cannot discriminate any speech sounds, which explains why they cannot talk. QuestionID: 09-1-15 Page-Reference: 265-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: A) do not need to experience speech sounds in their environment to be able to discriminate them. 16. Six-month-old Seiko is growing up in a home where Japanese is the only language spoken. Is she likely to be able to discriminate speech sounds that are used in English but are not used in Japanese? A) She is not likely to ever be able to discriminate them. B) She is likely to be able to discriminate them now but will probably lose that ability when she gets older. C) She is not likely to be able to discriminate them at this age but should be able to when she gets older. D) She is likely to be able to discriminate them throughout her life. QuestionID: 09-1-16 Page-Reference: 265-266 Topic: The Road to Speech Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language?

Answer: B) She is likely to be able to discriminate them now but will probably lose that ability when she gets older. 17. When seven- to eight-month-olds hear a word repeatedly in different sentences, later they A) pay less attention to that word than to words they have not heard previously. B) pay more attention to that word than to words they have not heard previously. C) pay the same amount of attention to the previously heard word and new words. D) cannot recognize sound patterns that they hear repeatedly. QuestionID: 09-1-17 Page-Reference: 266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) pay more attention to that word than to words they have not heard previously. 18. Seven-month-old Julius hears this conversation: John: I want to go swim. John's dad: Do you want to swim in the pool? John: No, I want to swim in the lake. If Julius then hears the words "run" and "swim," what would you expect him to do? A) pay more attention to "run" than to "swim" B) pay more attention to "swim" than to "run" C) pay equal attention to "run" and "swim" D) say the words "run" and "swim" QuestionID: 09-1-18 Page-Reference: 266 Topic: The Road to Speech Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) pay more attention to "swim" than to "run" 19. One way that young infants seem to identify words is by A) paying attention to unusual combinations of syllables. B) paying more attention to stressed syllables rather than unstressed syllables. C) paying more attention to words they have never heard before. D) paying attention to the meaning of words. QuestionID: 09-1-19 Page-Reference: 266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language?

Answer: B) paying more attention to stressed syllables rather than unstressed syllables. 20. When using ________, adults speak slowly and with exaggerated changes in pitch and loudness. A) a referential style B) an expressive style C) infant-directed speech D) adult-directed speech QuestionID: 09-1-20 Page-Reference: 267 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: C) infant-directed speech 21. Infants pay more attention to A) a referential style of language. B) an expressive style of language. C) adult-directed speech. D) infant-directed speech. QuestionID: 09-1-21 Page-Reference: 267 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) infant-directed speech. 22. Which of the following is TRUE of infant-directed speech? A) Infants prefer adult-directed speech to infant-directed speech. B) Only mothers use infant-directed speech. C) Infant-directed speech seems to attract the infant's attention. D) The use of infant-directed speech makes it more difficult for infants to identify speech sounds. QuestionID: 09-1-22 Page-Reference: 267 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: C) Infant-directed speech seems to attract the infant's attention. 23. You visit your friend Andrika and her six-month-old son, Kyrylo. You notice that when Andrika talks

to Kyrylo she speaks slowly and with exaggerated changes in pitch and loudness. You think to yourself A) "Andrika had better stop talking that way or Kyrylo is never going to learn to speak properly." B) "Andrika's making it easier for Kyrylo to perceive the important sounds of our language by talking to him the way she does." C) "Andrika's correct to speak differently to Kyrylo than she does to adults, but she should be speaking more quickly and with fewer changes in pitch and loudness." D) "It bugs me when Andrika talks that way to Kyrylo, but it's not going to affect how well Kyrylo perceives language, either positively or negatively." QuestionID: 09-1-23 Page-Reference: 267 Topic: The Road to Speech Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) "Andrika's making it easier for Kyrylo to perceive the important sounds of our language by talking to him the way she does." 24. A cochlear implant is a device that picks up on speech sounds and A) relays them to the auditory cortex. B) amplifies them. C) converts them to electrical impulses that stimulate nerve cells in the ear. D) alters the sound frequencies. QuestionID: 09-1-24 Page-Reference: 269 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: C) converts them to electrical impulses that stimulate nerve cells in the ear. 25. Cochlear implants A) are beneficial for adults who lose their hearing after mastering language but do not help deaf children learn language. B) enhance language development in young children, but for some more than others. C) allow deaf children to develop language skills as good as those of hearing children. D) make other forms of language therapy for deaf children unnecessary. QuestionID: 09-1-25 Page-Reference: 269 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) enhance language development in young children, but for some more than others.

26. Cochlear implants are A) more successful with older children. B) more successful with younger children. C) more successful with children who have no hearing whatsoever. D) effective for all children with hearing impairment. QuestionID: 09-1-26 Page-Reference: 269 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) more successful with younger children. 27. Vowel-like utterances such as "oooooooo" and "ahhhhhhh" are referred to as A) babbling. B) intonation. C) infant-directed speech. D) cooing. QuestionID: 09-1-27 Page-Reference: 268 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) cooing. 28. Kwan just had her first baby and is wondering when he will begin producing different kinds of sounds. Which of the following should she expect him to produce first? A) babbling B) intonation C) first word D) cooing QuestionID: 09-1-28 Page-Reference: 268 Topic: The Road to Speech Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) cooing 29. Cooing refers to A) single syllable utterances consisting of a consonant and vowel.

B) the production of vowel-like sounds such as "ooooooo" or "ahhhhhhh." C) the repetition of a sound such as "dahdahdahdahdah." D) a pattern of rising and falling pitch. QuestionID: 09-1-29 Page-Reference: 268 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) the production of vowel-like sounds such as "ooooooo" or "ahhhhhhh." 30. The production of syllables that contain vowels and consonants is called A) cooing. B) babbling. C) fast mapping. D) intonation. QuestionID: 09-1-30 Page-Reference: 268 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) babbling. 31. Babbling refers to A) speech-like sounds that consist of a vowel and consonant but that have no meaning. B) the production of vowel-like sounds such as "ooooooo" or "ahhhhhhh." C) a pattern of rising and falling pitch. D) a distinctive style of speech adults use when talking to infants. QuestionID: 09-1-31 Page-Reference: 268 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: A) speech-like sounds that consist of a vowel and consonant but that have no meaning. 32. As infants develop, A) babbling shifts from single syllable utterances to combinations of different sounds. B) the average length of each babbled sound decreases. C) babbling tends to become more constant in pitch. D) they shift from babbling to cooing.

QuestionID: 09-1-32 Page-Reference: 268 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: A) babbling shifts from single syllable utterances to combinations of different sounds. 33. Which of the following is TRUE of the development of babbling? A) Infants produce complex speech sounds before simpler sounds. B) Intonation is added to later babbling. C) Early babbling contains combinations of many different sounds. D) Babbling is the production of vowel-like sounds. QuestionID: 09-1-33 Page-Reference: 268 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: B) Intonation is added to later babbling. 34. Intonation refers to A) the production of vowel-like sounds. B) the production of utterances that contain both vowel and consonant sounds. C) a pattern of rising or falling pitch. D) the repetition of a sound. QuestionID: 09-1-34 Page-Reference: 268 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: C) a pattern of rising or falling pitch. 35. Celia has noticed that her seven-month-old daughter has recently begun to raise and lower the pitch of her voice when she babbles so she sometimes sounds as if she is asking questions. Celia's daughter has added ________ to her babbling. A) cooing B) repetition C) vowel sounds D) intonation QuestionID: 09-1-35 Page-Reference: 268

Topic: The Road to Speech Skill: Applied Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: D) intonation 36. Infants who are deaf but have cochlear implants have been found to show _________ attention to speech, probably due to difficulties in distinguishing between speech and non-speech sounds. The exaggerated sounds of _____________ seem to be helpful here because they increase the child's attention to speech and thus improve their language learning. A) increased; animals outside B) increased; siblings fighting C) reduced; screaming D) reduced; infant-directed speech QuestionID: 09-1-36 Page-Reference: 269 Topic: The Road to Speech Skill: Applied Objective: 9.1.3. What is babbling, and how does it become more complex in older infants? Answer: D) reduced; infant-directed speech 37. Most children say their first words at about ________ of age. A) 6 months B) 12 months C) 18 months D) 24 months QuestionID: 09-1-37 Page-Reference: 270 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: B) 12 months 38. The production of the first words is linked to the ability to A) use symbols. B) produce vowels. C) produce consonants. D) use intonation. QuestionID: 09-1-38 Page-Reference: 270 Topic: Learning the Meanings of Words

Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: A) use symbols. 39. As children develop the ability to use symbols, they begin to talk and A) no longer make underextension errors. B) no longer make overregularization errors. C) begin to be able to differentiate phonemes. D) begin to use gestures. QuestionID: 09-1-39 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: D) begin to use gestures. 40. Meredith has just begun to be able to use symbols to represent actions and objects. You would expect her to use A) gestures but not words. B) words but not gestures. C) words and gestures. D) neither words nor gestures. QuestionID: 09-1-40 Page-Reference: 270-271 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: C) words and gestures. 41. Many children experience a naming explosion at A) 12 months of age. B) 15 months of age. C) 18 months of age. D) 24 months of age. QuestionID: 09-1-41 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking?

Answer: C) 18 months of age. 42. A child's ability to make connections between new words and referents so rapidly that he or she cannot be considering all possible meanings for the new word is referred to as A) overregularization. B) underextension. C) overextension. D) fast mapping. QuestionID: 09-1-42 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: D) fast mapping. 43. Fast mapping denotes the phenomenon that A) words are associated with objects so rapidly that children are not systematically evaluating all possible meanings of a word. B) children have identified concepts prior to language; words are used as symbols to denote these concepts. C) children are more likely to learn words consisting of sounds they have already mastered. D) children often understand words before they are able to produce them in their own speech. QuestionID: 09-1-43 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: A) words are associated with objects so rapidly that children are not systematically evaluating all possible meanings of a word. 44. When young children are learning new words, they A) require many presentations of the new word to learn the correct referent. B) systematically consider all possible hypotheses about the connection between the word and the correct referent. C) are more likely to learn an object's name when adults look at the object while saying its name. D) do not use sentence cues. QuestionID: 09-1-44 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.1. How do children make the transition from babbling to talking?

Answer: C) are more likely to learn an object's name when adults look at the object while saying its name. 45. Barry tells his three-year-old son, Billy, the name of an unfamiliar object. You would expect Billy to A) use rules to link the word with its meaning. B) not use any rules to determine the meaning of the word. C) need to hear the new word many times before he learns its correct meaning. D) systematically evaluate all possible hypotheses regarding the correct meaning of the word. QuestionID: 09-1-45 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words? Answer: A) use rules to link the word with its meaning. 46. Which of the following is a CORRECT statement concerning the rules children use to learn new words? A) If an unfamiliar word is heard in the presence of objects that already have names and objects that do not, the word refers to one of the objects that does not have a name. B) A name refers to a part of an object, not the whole object. C) A name refers to one particular object not to all objects of the same type. D) If an object already has a name and another name is presented, the new name is incorrect. QuestionID: 09-1-46 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: A) If an unfamiliar word is heard in the presence of objects that already have names and objects that do not, the word refers to one of the objects that does not have a name. 47. According to the rules that young children use to learn the meanings of new words, when Ravisha points to a picture of a boy in a blue shirt and says "boy" her 13-month-old son will assume that the word "boy" refers to A) the boy. B) the boy's shirt. C) the color blue. D) the book that Ravisha is reading. QuestionID: 09-1-47 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words?

Answer: A) the boy. 48. Two-year-old Michael already knows the meaning of the word dog. One day when he is at a park with his mother, they see a dog and his mother points to the dog and says, "That's a collie." Michael is likely to conclude that A) his mother does not know what a dog is. B) all dogs are called collies. C) a collie is a special type of dog. D) collie refers to some part of the dog, such as its head or tail or neck. QuestionID: 09-1-48 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words? Answer: C) a collie is a special type of dog. 49. Defining a word too narrowly is known as A) an overextension. B) an underextension. C) fast mapping. D) overregularization. QuestionID: 09-1-49 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.2. What rules do children follow to learn new words? Answer: B) an underextension. 50. Hannah uses the word cat to refer only to her cat, not to other cats. Hannah's mistake is an example of A) fast mapping. B) overregularization. C) overextension. D) underextension. QuestionID: 09-1-50 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words?

Answer: D) underextension. 51. When children make the mistake of defining a word too broadly, it is referred to as A) overregularization. B) overextension. C) underextension. D) fast mapping. QuestionID: 09-1-51 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.2. What rules do children follow to learn new words? Answer: B) overextension. 52. When Utsav is riding in the car with his mother, he will point at buses, vans, bikes, and trucks and say "car." This is an example of A) an overextension. B) an underextension. C) fast mapping. D) overregularization. QuestionID: 09-1-52 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words? Answer: A) an overextension. 53. Which of the following is the best example of an overextension? A) using the word "house" to refer only to the family's house B) hearing the unfamiliar word "shoe" and concluding that it refers to objects that are worn on feet C) using the word "horsie" to refer to all four-legged creatures D) saying "I goed" instead of "I went" QuestionID: 09-1-53 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words? Answer: C) using the word "horsie" to refer to all four-legged creatures 54. Overextensions

A) occur more often when children are producing words than when they are comprehending words. B) occur when children define a word too narrowly. C) are not influenced by feedback from parents. D) become more common as children get older. QuestionID: 09-1-54 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: A) occur more often when children are producing words than when they are comprehending words. 55. Phonological memory is A) the ability to remember speech sounds briefly. B) the ability to remember the meanings of words. C) the ability to remember context in which a word was used. D) the ability to remember unfamiliar words. QuestionID: 09-1-55 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.3. What different styles of language learning do young children use? Answer: A) the ability to remember speech sounds briefly. 56. What is the single most important factor in growth of a child's vocabulary? A) Heredity B) What language the child is speaking C) The ability to hear sounds D) The child's language environment QuestionID: 09-1-56 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.3. What different styles of language learning do young children use? Answer: D) The child's language environment 57. Eighteen-month-old Zach's vocabulary consists mainly of words that are the names of objects, persons, or actions. Zach has a(n) ________ style of learning language. A) expressive B) referential C) social

D) fast mapping QuestionID: 09-1-57 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.3. What different styles of language learning do young children use? Answer: B) referential 58. Youngsters with a referential style of language-learning A) use language primarily as a social tool. B) have a high percentage of question words (what, where) in their vocabularies. C) have vocabularies that are dominated by the names of objects, persons, or actions. D) have balanced vocabularies containing words used for questions, social-interactions, and names. QuestionID: 09-1-58 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: C) have vocabularies that are dominated by the names of objects, persons, or actions. 59. Children with expressive language-learning styles A) have vocabularies that primarily consist of the names of objects, people, and actions. B) have vocabularies that consist of many social phrases. C) use language as an intellectual tool. D) have vocabularies that contain few question words such as "what." QuestionID: 09-1-59 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: B) have vocabularies that consist of many social phrases. 60. Eighteen-month-old Luka's vocabulary contains some words that are names for objects but also has many social phrases such as "I want it" and "Go away." Luka has a(n) ________ style of learning language. A) intellectual B) fast mapping C) referential D) expressive

QuestionID: 09-1-60 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.3. What different styles of language learning do young children use? Answer: D) expressive 61. Children with a referential style of learning language use language mainly as a(n) ________ tool whereas children with an expressive style of learning language use language primarily as a(n) ________ tool. A) adult-directed; child-directed B) child-directed; adult-directed C) intellectual; social D) social; intellectual QuestionID: 09-1-61 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.3. What different styles of language learning do young children use? Answer: C) intellectual; social 62. Kim has an expressive style of learning language. Eli has a referential style of learning language. You would expect to find that A) Kim knows more words that are names B) Kim knows more social phrases C) Kim knows an equal number of social phrases and words that are names D) Kim and Eli's vocabularies both contain equal numbers of words that are names QuestionID: 09-1-62 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.3. What different styles of language learning do young children use? Answer: B) Kim knows more social phrases 63. Which of the following statements is TRUE regarding the influence of the environment on language development? A) The frequency of parental speech is not related to the size of a child's vocabulary. B) Naming objects that are the focus of a child's attention is not related to word learning. C) Children who are passively exposed to television shows such as cartoons have larger vocabularies than other children. D) Questioning children while reading to them forces them to identify the meanings of new words.

QuestionID: 09-1-63 Page-Reference: 277 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: D) Questioning children while reading to them forces them to identify the meanings of new words. 64. Jon and Dennis want to do all they can to expand their preschooler son's vocabulary. Which of the following would you recommend to them? A) When reading stories, simply read the story and do not ask him questions. B) Have him watch Sesame Street regularly. C) Have him watch Sesame Street only occasionally. D) Have him watch many cartoons. QuestionID: 09-1-64 Page-Reference: 277 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: B) Have him watch Sesame Street regularly. 65. Which of the following is positively related to the size of a child's vocabulary? A) having parents who speak to the child infrequently B) reading written material C) rarely asking children questions D) viewing cartoons on television QuestionID: 09-1-65 Page-Reference: 277 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: B) reading written material 66. After initial recognition that Indigenous language learning was threatened, for example, by use of a "______________ language," usually English, in more recent years there have been efforts to encourage recognition of Indigenous languages and recommendations made as to how to encourage Indigenous language learning to support positive aspects of child development. A) lesser B) replacement C) unknown D) moniker

QuestionID: 09-1-66 Page-Reference: 277-279 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: B) replacement 67. After initial recognition that Indigenous language learning was threatened, for example, by use of a "______________ language," usually English, in more recent years there have been efforts to encourage recognition of Indigenous languages and recommendations made as to how to encourage Indigenous language learning to support positive aspects of child development. A) lesser B) replacement C) unknown D) moniker QuestionID: 09-1-67 Page-Reference: 278-279 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: B) replacement 68. Bilingual children A) have lower IQ scores than monolingual children. B) do not understand the fine points of grammar as well as monolingual children. C) are at a linguistic disadvantage when they begin elementary school. D) are more likely than monolingual children to understand that words are simply arbitrary symbols. QuestionID: 09-1-68 Page-Reference: 278-280 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: D) are more likely than monolingual children to understand that words are simply arbitrary symbols. 69. Yana is being raised in a home where both English and Spanish are spoken. She is likely to A) learn language at the same rate as a child who is learning only one language. B) learn language more slowly at first because she will mix words from the two languages but will be as proficient or better in language skill than monolingual children later in childhood. C) learn language more quickly at first because she is exposed to more words but have less proficient language skills than monolingual children later in childhood.

D) be delayed in her language growth throughout infancy and childhood. QuestionID: 09-1-69 Page-Reference: 278-280 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: B) learn language more slowly at first because she will mix words from the two languages but will be as proficient or better in language skill than monolingual children later in childhood. 70. You are on a committee formed to make a recommendation to a school system about how to best help non-English-speaking children master both academic content and English. Based on research in this area, what language would you recommend be used for instruction? A) English only B) the children's native language only C) both English and the children's native language D) either English or the children's native language, it does not matter which one is used QuestionID: 09-1-70 Page-Reference: 278-280 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: C) both English and the children's native language 71. A language's rules for combining words to create sentences are referred to as A) telegraphic speech. B) semantic bootstrapping. C) grammatical morphemes. D) syntax. QuestionID: 09-1-71 Page-Reference: 282 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) syntax. 72. ________ refers to using only words directly relevant to meaning. A) Semantic bootstrapping B) A grammatical morpheme C) Overregularization D) Telegraphic speech

QuestionID: 09-1-72 Page-Reference: 282 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) Telegraphic speech 73. Who is most likely to be using telegraphic speech? A) nine-month-old Linda B) 18-month-old Lorna C) three-year-old Lucinda D) five-year-old Louisa QuestionID: 09-1-73 Page-Reference: 282 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: B) 18-month-old Lorna 74. When Amal says "Me down" instead of "I would like to get down," she is using A) overregularization. B) a grammatical morpheme. C) telegraphic speech. D) underextension. QuestionID: 09-1-74 Page-Reference: 282 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: C) telegraphic speech. 75. Which of the following is an example of telegraphic speech? A) "Baby hungry" B) the "ing" in "kicking" C) using the word "car" to refer to trucks, vans, and automobiles D) using the word "dog" to refer only to the family dog QuestionID: 09-1-75 Page-Reference: 282 Topic: Speaking in Sentences

Skill: Applied Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) "Baby hungry" 76. The production of two-word speech A) usually occurs around the first birthday. B) is haphazard and is not based on any rules. C) follows rules that are very different from language to language. D) often is called telegraphic speech. QuestionID: 09-1-76 Page-Reference: 282 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) often is called telegraphic speech. 77. Children use rules such as "agent + action," "action + object," "action + location," and "attribute + entity" to A) form grammatical morphemes. B) form two-word sentences. C) use semantic bootstrapping. D) produce overregularizations. QuestionID: 09-1-77 Page-Reference: 282 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: B) form two-word sentences. 78. ________ are words or endings of words (such as -ed or -ing) that make a sentence grammatical. A) Overextensions B) Underextensions C) Grammatical morphemes D) Overregularizations QuestionID: 09-1-78 Page-Reference: 282-283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences?

Answer: C) Grammatical morphemes 79. A child who says "I am eating my lunch" instead of "Me eat" is using A) telegraphic speech. B) overextension. C) overregularization. D) grammatical morphemes. QuestionID: 09-1-79 Page-Reference: 282-283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) grammatical morphemes. 80. Children's use of grammatical morphemes is based primarily on A) learning individual words. B) the use of rules. C) inflection. D) telegraphic speech. QuestionID: 09-1-80 Page-Reference: 282-283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: B) the use of rules. 81. Berko's classic study in which she showed children a nonsense object labeled a "wug" and then presented the child with a picture of two of these objects to see how the child would supply the plural form of "wug" demonstrated that preschool A) children's use of grammatical morphemes is based on rules. B) children do not use inflection. C) children's language is not based on rules. D) children acquire a rule for using "un + verb" to reverse or stop the action of a verb. QuestionID: 09-1-81 Page-Reference: 283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) children's use of grammatical morphemes is based on rules.

82. ________ occurs when children apply rules to words that are exceptions to the rule. A) An underextension B) An overextension C) Overregularization D) Semantic bootstrapping QuestionID: 09-1-82 Page-Reference: 283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: C) Overregularization 83. Which of the following is an example of overregularization? A) mans B) women C) children's D) mice QuestionID: 09-1-83 Page-Reference: 283 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) mans 84. Which child showed overregularization? A) Rachel, who said "I goed to the store" B) Whitney, who said "Me go" C) Clarissa, who said "I went to the store" D) Isabelle, who said "I go to the store every day" QuestionID: 09-1-84 Page-Reference: 283 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) Rachel, who said "I goed to the store" 85. The order in which children acquire grammatical morphemes depends on A) the complexity of the morpheme with the acquisition of simpler morphemes occurring before that of more complex morphemes. B) the frequency of occurrence of the morpheme in the language.

C) the frequency with which children's parents use the morpheme. D) the age at which children begin speaking. QuestionID: 09-1-85 Page-Reference: 283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) the complexity of the morpheme with the acquisition of simpler morphemes occurring before that of more complex morphemes. 86. Which grammatical morpheme would you expect a child to learn LAST? A) adding -ed to indicate past tense B) adding -s to indicate plural C) adding -ing to denote ongoing action D) the various form of the verb to be QuestionID: 09-1-86 Page-Reference: 283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) the various form of the verb to be 87. Children's first questions A) are marked by intonation alone. B) are formed by attaching a wh- word to the beginning of the sentence without the required auxiliary verb. C) are formed by attaching a wh- word and the required auxiliary verb to the beginning of a sentence. D) are formed haphazardly in forms that cannot be predicted. QuestionID: 09-1-87 Page-Reference: 283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: A) are marked by intonation alone. 88. Which would occur first in language development? A) comprehension of passive sentences B) use of negation C) use of intonation to indicate a question D) use of embedded sentences

QuestionID: 09-1-88 Page-Reference: 283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: C) use of intonation to indicate a question 89. Which of the following grammatical forms have most children mastered by the time they enter kindergarten? A) forming sentences with the required auxiliary verb before the subject B) using negation C) using embedded sentences D) Children have usually mastered the formation of sentences with the required auxiliary verb before the subject, the use of negation, and the use of embedded sentences. QuestionID: 09-1-89 Page-Reference: 283 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: D) Children have usually mastered the formation of sentences with the required auxiliary verb before the subject, the use of negation, and the use of embedded sentences. 90. Behaviourist learning theorists propose that A) language is learned through imitation and reinforcement. B) children have an inborn mechanism to help them learn grammar. C) there is a critical period for learning language. D) grammatical rules are too complex for children to infer solely on the basis of speech they hear. QuestionID: 09-1-90 Page-Reference: 284-285 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) language is learned through imitation and reinforcement. 91. Dr. White is a learning theorist who believes that language is learned purely through imitation and reinforcement. Which of the following would she have the most difficulty explaining? A) children learning the language that is spoken by their family members rather than a different language B) children producing many more sentences than they have ever heard C) children who watch Sesame Street having larger vocabularies than children who do not watch Sesame Street D) children learning words more rapidly if their parents speak to them frequently

QuestionID: 09-1-91 Page-Reference: 284-285 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: B) children producing many more sentences than they have ever heard 92. Which of the following statements reflects how children acquire grammar (according to the linguistic view)? A) Children learn grammar by means of reinforcement and imitation. B) The human brain is not specialized to process language. C) Humans seem to be innately prepared to process language and learn grammar. D) Language can be acquired easily at any time during one's life. QuestionID: 09-1-92 Page-Reference: 285-289 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) Humans seem to be innately prepared to process language and learn grammar. 93. Much evidence supports the theory that children's acquisition of grammar is guided by innate mechanisms. Which of the following does NOT support this theory? A) Children sometimes imitate adult speech. B) Only humans learn grammar readily. C) Regions of the brain are specialized for processing language. D) There is a critical period for learning language. QuestionID: 09-1-93 Page-Reference: 285-289 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) Children sometimes imitate adult speech. 94. Research in which chimpanzees are trained to use language reveals all of the following EXCEPT that A) chimpanzees can be taught to communicate using gestures. B) chimpanzees can communicate using plastic chips as words. C) chimpanzees cannot master anything beyond the simplest of grammatical rules. D) acquisition of language by humans need not involve any innate mechanisms. QuestionID: 09-1-94

Page-Reference: 285 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: D) acquisition of language by humans need not involve any innate mechanisms. 95. Rita was kept in a closet and not allowed to speak until she was 13 years old. How would you expect her language to be affected? A) Rita's language would probably be normal because language develops through innate processes. B) Rita's language would probably be primitive when she was found, but with intensive language training she would eventually learn most of the rudiments of grammar. C) Rita's language would probably be primitive when she was found, and even with intensive language training, her language mastery would be limited because she would be past the critical period for learning language. D) Rita would probably have developed a complex language of her own and would be able to be taught a standard language as well as any 13-year-old could be taught a foreign language. QuestionID: 09-1-95 Page-Reference: 286 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) Rita's language would probably be primitive when she was found, and even with intensive language training, her language mastery would be limited because she would be past the critical period for learning language. 96. Which of the following statements about language development is TRUE? A) The period from birth to about age 12 is critical for learning language. B) Foreign languages can be as easily mastered during adulthood as in childhood. C) Nonhumans can learn grammar as easily as humans if sufficient imitation and reinforcement is used. D) All areas of the brain appear to be involved in language processing. QuestionID: 09-1-96 Page-Reference: 286 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) The period from birth to about age 12 is critical for learning language. 97. The findings that specific regions of the brain are involved in language processing, that only humans learn grammar readily, and that there is a critical period for learning language all support the idea A) that language is learned primarily through imitation and reinforcement. B) that there is an inborn grammar-learning device.

C) that children use powerful cognitive mechanisms to find recurring patterns in speech they hear. D) that language learning takes place through social interactions. QuestionID: 09-1-97 Page-Reference: 287 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: B) that there is an inborn grammar-learning device. 98. According to the ________ approach, children use powerful cognitive mechanisms that allow them to find recurring patterns in the speech they hear. A) behaviourist B) social interaction C) linguistic D) cognitive QuestionID: 09-1-98 Page-Reference: 287 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: D) cognitive 99. A theory of social-interaction effects in language learning that considers human interaction as directed by symbols, the meaning of which is created in human interactions, is called the A) relational frame theory B) bioecological theory C) symbolic interaction theory D) observational learning theory QuestionID: 09-1-99 Page-Reference: 288 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) symbolic interaction theory 100. A theory of social-interaction effects in language learning that considers links between stimuli (i.e., the relations between perceived stimuli), is called the A) relational frame theory B) bioecological theory C) symbolic interaction theory

D) observational learning theory QuestionID: 09-1-100 Page-Reference: 288 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) relational frame theory 101. Noel believes that children master grammar in the context of interactions with adults in which both parties want improved communication. Noel's beliefs fit best with the A) cognitive approach. B) linguistic approach. C) social interaction approach. D) behaviourist approach. QuestionID: 09-1-101 Page-Reference: 287-289 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) social interaction approach. 102. What advice would you give to parents interested in promoting their child's language development? A) Make language-learning a serious business. Do not mix it with playtime. B) When a child is slow to complete a sentence, finish it for him. C) Rephrase a child's ungrammatical remark to show the correct grammar. D) Encourage children to use vague words such as "stuff" or "somebody." QuestionID: 09-1-102 Page-Reference: 287-289 Topic: Speaking in Sentences Skill: Applied Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) Rephrase a child's ungrammatical remark to show the correct grammar. 103. When does conversational turn-taking between parents and children usually begin? A) before infants say their first word B) when children are about two years of age C) when children are about three years of age D) when children begin school QuestionID: 09-1-103

Page-Reference: 290 Topic: Using Language to Communicate Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) before infants say their first word 104. Turn-taking A) is not encouraged by parents until after children say their first words. B) is apparent in preschoolers who expect that a comment will be followed by a response. C) does not occur spontaneously in conversations between children and adults until after children have entered school. D) is discouraged when parents take both the speaker and listener roles. QuestionID: 09-1-104 Page-Reference: 290 Topic: Using Language to Communicate Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: B) is apparent in preschoolers who expect that a comment will be followed by a response. 105. Three-year-old Sven walks up to his father, who is reading the newspaper, and says "Look at this picture, Daddy!" If his father does not respond, Sven is likely to A) repeat his remark to try again to get a response. B) keep talking about his picture as if his father had answered. C) walk away. D) think his comment does not deserve a response. QuestionID: 09-1-105 Page-Reference: 290 Topic: Using Language to Communicate Skill: Applied Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) repeat his remark to try again to get a response. 106. When four-year-olds talk to two-year-olds, they A) talk the same as when they talk to peers or adults. B) tend to talk more to the two-year-olds than they do to adults. C) use more attention-getting devices than when they talk to adults. D) use grammar that is too complex for two-year-olds. QuestionID: 09-1-106 Page-Reference: 291 Topic: Using Language to Communicate

Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) use more attention-getting devices than when they talk to adults. 107. When four-year-olds describe a toy to a two-year-old, they A) use fewer attention-getting phrases than they do with an adult listener. B) use longer sentences than they do with an adult listener. C) use simpler grammar than they do with an adult listener. D) do not adjust their speech when talking to a younger child. QuestionID: 09-1-107 Page-Reference: 291 Topic: Using Language to Communicate Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: C) use simpler grammar than they do with an adult listener. 108. Hannah is a school-aged child. Which of the following would you expect to be TRUE of Hannah's communication skills? A) Hannah is likely to speak differently to adults and peers. B) Hannah will not consider a listener's skill when she formulates a message. C) Hannah will give the same message to listeners who are familiar or unfamiliar with a topic. D) Hannah will have very little understanding of the factors that should be considered in constructing a clear message. QuestionID: 09-1-108 Page-Reference: 291 Topic: Using Language to Communicate Skill: Applied Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A) Hannah is likely to speak differently to adults and peers. 109. In the case of understanding metaphors, young children A) cannot understand even simple metaphors. B) can understand simple metaphors but not ones based on abstract relations. C) can understand metaphors that are based on abstract relations. D) develop this understanding very rapidly. QuestionID: 09-1-109 Page-Reference: 293 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.3. What is involved in becoming a good listener?

Answer: B) can understand simple metaphors but not ones based on abstract relations. 110. Widelene is six years old. Which of the following is she MOST likely to be able to do? A) detect ambiguities in messages B) understand sarcasm solely from the context C) understand abstract metaphors D) understand concrete metaphors QuestionID: 09-1-110 Page-Reference: 293 Topic: Using Language to Communicate Skill: Applied Objective: 9.4.3. What is involved in becoming a good listener? Answer: D) understand concrete metaphors 111. Children's understanding of sarcasm A) occurs only when a mocking or overly enthusiastic tone of voice is present. B) occurs only when a comment does not match the context of the comment. C) does not differ from adults' understanding of sarcasm. D) is well developed by the time children enter school. QuestionID: 09-1-111 Page-Reference: 293 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.3. What is involved in becoming a good listener? Answer: A) occurs only when a mocking or overly enthusiastic tone of voice is present. 112. Cheyenne makes a sarcastic comment but does not use a mocking or overly enthusiastic tone of voice. Who is likely to realize that sarcasm is intended? A) Only 25-year-old Stephen B) 25-year-old Stephen and 15-year-old Emily C) 25-year-old Stephen, 15-year-old Emily, and 9-year-old Stuart D) 25-year-old Stephen, 15-year-old Emily, 9-year-old Stuart, and 4-year-old Rachel QuestionID: 09-1-112 Page-Reference: 293 Topic: Using Language to Communicate Skill: Applied Objective: 9.4.3. What is involved in becoming a good listener? Answer: B) 25-year-old Stephen and 15-year-old Emily

113. Sign languages such as ASL and LSQ are A) ways of communicating, but not true languages. B) true languages. C) a collection of mime and imitative gestures. D) unstructured. QuestionID: 09-1-113 Page-Reference: 295 Topic: Signed Language and Gestural Communication Skill: Conceptual Objective: 9.5.2. How do signed languages operate? Answer: B) true languages. 114. Sign languages such as ASL and LSQ A) are unstructured. B) show displacement. C) are not meaningful. D) are not symbolic. QuestionID: 09-1-114 Page-Reference: 295 Topic: Signed Language and Gestural Communication Skill: Conceptual Objective: 9.5.2. How do signed languages operate? Answer: B) show displacement. 115. Signing is acquired A) later than speech in infants. B) after the first year of life. C) earlier than speech in infants. D) only in deaf infants. QuestionID: 09-1-115 Page-Reference: 295 Topic: Signed Language and Gestural Communication Skill: Conceptual Objective: 9.5.2. How do signed languages operate? Answer: C) earlier than speech in infants. Chapter 09 True-False Questions 1. Language has arbitrary units and is therefore symbolic. a True

b False QuestionID: 09-2-01 Page-Reference: 263 Topic: The Road to Speech Skill: Factual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: a. True 2. Newborns prefer to listen to speech over comparably complex nonspeech sounds, and it appears that there is neural preparation in utero for responding to the sounds of language. a True b False QuestionID: 09-2-02 Page-Reference: 264 Topic: The Road to Speech Skill: Factual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: a. True 3. Phonemes include both consonant and vowel sounds. a True b False QuestionID: 09-2-03 Page-Reference: 264-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: a. True 4. Infants as young as one month can discriminate different sounds. a True b False QuestionID: 09-2-04 Page-Reference: 265-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: a. True

5. Young infants cannot discriminate sounds that they have never heard before. a True b False QuestionID: 09-2-05 Page-Reference: 265-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: b. False 6. Languages across the world all have the same phonemes. a True b False QuestionID: 09-2-06 Page-Reference: 264-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: b. False 7. By 12 months of age, children of English-speaking parents cannot discriminate speech sounds that are not found in English. a True b False QuestionID: 09-2-07 Page-Reference: 265-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: a. True 8. Infant-directed speech has exaggerated changes in pitch and loudness. a True b False QuestionID: 09-2-08 Page-Reference: 267-268 Topic: The Road to Speech Skill: Factual

Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: a. True 9. Cooing involves combining vowel and consonant sounds. a True b False QuestionID: 09-2-09 Page-Reference: 268 Topic: The Road to Speech Skill: Factual Objective: 9.1.3. What is babbling, and how does it become more complex in older infants? Answer: b. False 10. Infants learning sign language babble in signs. a True b False QuestionID: 09-2-10 Page-Reference: 268 Topic: The Road to Speech Skill: Factual Objective: 9.5.2. How do signed languages operate? Answer: a. True 11. Cochlear implants are welcome devices to all members of the Deaf community. a True b False QuestionID: 09-2-11 Page-Reference: 269 Topic: The Road to Speech Skill: Factual Objective: 9.1.3. What is babbling, and how does it become more complex in older infants? Answer: b. False 12. The use of infant-directed speech, mentioned earlier in this section, with young infants who have cochlear implants is also helpful for these children. a True b False QuestionID: 09-2-12

Page-Reference: 269 Topic: The Road to Speech Skill: Factual Objective: 9.1.3. What is babbling, and how does it become more complex in older infants? Answer: a. True 13. Common early words include greetings and words for food and toys. a True b False QuestionID: 09-2-13 Page-Reference: 270 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: a. True 14. Early on, use of gestures is completely independent of use of words. a True b False QuestionID: 09-2-14 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: b. False 15. The use of symbols is not related to language development. a True b False QuestionID: 09-2-15 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.1. How do children make the transition from babbling to talking?, 9.2.2. What rules do children follow to learn new words? Answer: b. False 16. At about 15 months, many children experience a naming explosion during which they learn new words.

a True b False QuestionID: 09-2-16 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: b. False 17. The naming explosion coincides with a time of rapid cognitive growth, and children's increased cognitive skill helps them to learn new words. a True b False QuestionID: 09-2-17 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 18. At about 18 months of age, many children experience a naming explosion. a True b False QuestionID: 09-2-18 Page-Reference: 271-274 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 19. Children are more likely to learn a word name when adults are not looking at an object when they name it. a True b False QuestionID: 09-2-19 Page-Reference: 272 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words?

Answer: b. False 20. When an unfamiliar word is heard, children will assume that the word refers to an object that is present that does not have a name. a True b False QuestionID: 09-2-20 Page-Reference: 272-273 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 21. Children assume that a name refers to a whole object and not the parts of an object. a True b False QuestionID: 09-2-21 Page-Reference: 272-273 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 22. If an object already has a name and another name is presented, children will assume that the new name denotes a subcategory of the original name. a True b False QuestionID: 09-2-22 Page-Reference: 272 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 23. If a child knows the word dinosaur and sees that one dinosaur is consistently called Dino, the child will conclude that Dino is the name of the dinosaur. a True b False

QuestionID: 09-2-23 Page-Reference: 272 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 24. Preschool children ignore sentence cues when learning the meanings of words. a True b False QuestionID: 09-2-24 Page-Reference: 274 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: b. False 25. Calling all four-legged animals doggie is an example of underextension. a True b False QuestionID: 09-2-25 Page-Reference: 274 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: b. False 26. Emerson sees a bear at the zoo and calls him "doggy". This is an example of underextension. a True b False QuestionID: 09-2-26 Page-Reference: 274 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.2. What rules do children follow to learn new words? Answer: b. False 27. The single most important factor in growth of vocabulary is the child's language environment. a True

b False QuestionID: 09-2-27 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: a. True 28. Expressive children's vocabularies include a large percentage of words that are names of objects, people, or actions. a True b False QuestionID: 09-2-28 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: b. False 29. Children with a referential style use language as a social tool. a True b False QuestionID: 09-2-29 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: b. False 30. The single most important factor in growth of vocabulary is heredity. a True b False QuestionID: 09-2-30 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.3. What different styles of language learning do young children use? Answer: b. False

31. Naming objects that are the focus of a child's attention can help the child learn new words. a True b False QuestionID: 09-2-31 Page-Reference: 276 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.2. What rules do children follow to learn new words? Answer: a. True 32. Preschoolers who regularly watch shows like Sesame Street usually have smaller vocabularies than preschoolers who watch these shows only occasionally. a True b False QuestionID: 09-2-32 Page-Reference: 277 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: b. False 33. In-depth studies of two First Nations communities in British Columbia were reported, which showed that Indigenous heritage language programs made positive contributions to social and linguistic development of children. a True b False QuestionID: 09-2-33 Page-Reference: 278-279 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: a. True 34. Indigenous language immersion preschool projects, called "language nest" programs (a term originating in the Maori culture of New Zealand), were found to increase cultural connectedness and individual self-worth as well as promote linguistic development. All of the benefits of bilingualism, including cognitive flexibility, were found to result in programs supporting Indigenous language acquisition. a True

b False QuestionID: 09-2-34 Page-Reference: 278-279 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: a. True 35. Bilingualism is very confusing for children and, consequently, bilingual children show more cognitive deficits than monolingual children. a True b False QuestionID: 09-2-35 Page-Reference: 278-280 Topic: Learning the Meanings of Words Skill: Factual Objective: 9.2.4. What conditions foster children's learning of new words? Answer: b. False 36. Poppy is almost two years old and communicates often with two-word sentences like "mommy cookie" and "mommy doll". This is often referred to as telegraphic speech. a True b False QuestionID: 09-2-36 Page-Reference: 282 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: a. True 37. The production of two-word speech does not follow any rules. a True b False QuestionID: 09-2-37 Page-Reference: 282-284 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences?

Answer: b. False 38. Children learn general rules about grammatical morphemes. a True b False QuestionID: 09-2-38 Page-Reference: 282-284 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: a. True 39. "Two mans" is an example of overregularization. a True b False QuestionID: 09-2-39 Page-Reference: 283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: a. True 40. Adding -s and -ing are simple grammatical morphemes that are mastered at an early age. a True b False QuestionID: 09-2-40 Page-Reference: 282-283 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: a. True 41. During the stage of two-word speech, children use wh- words when asking questions. a True b False QuestionID: 09-2-41 Page-Reference: 283-284 Topic: Speaking in Sentences Skill: Factual

Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences? Answer: b. False 42. A specific area of the brain, usually the left hemisphere, plays a critical role in processing language. a True b False QuestionID: 09-2-42 Page-Reference: 284-285 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: a. True 43. Chimpanzees learn grammar as easily as young children. a True b False QuestionID: 09-2-43 Page-Reference: 285 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: b. False 44. People can easily acquire language at any point in life. a True b False QuestionID: 09-2-44 Page-Reference: 286 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: b. False 45. Individuals master the grammar of a foreign language at the level of a native speaker only if they are exposed to the language prior to adolescence. a True b False QuestionID: 09-2-45

Page-Reference: 286 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: a. True 46. According to the cognitive view, children learn language by searching across many examples stored in memory. a True b False QuestionID: 09-2-46 Page-Reference: 287 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: a. True 47. The Social-Interaction approach is eclectic. From the behaviourist approach, it takes an emphasis on the environment; from the nativist approach, that language learning is distinct; and from the cognitive view, that children have powerful cognitive skills they can use to master language. The unique contribution of this perspective is in emphasizing that children master language generally and grammar specifically in the context of social interactions. a True b False QuestionID: 09-2-47 Page-Reference: 287 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: a. True 48. The Social-Interaction approach to language development is eclectic, drawing on the behaviourist approach, the nativist approach, and from the cognitive view. a True b False QuestionID: 09-2-48 Page-Reference: 287-289 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language?

Answer: a. True 49. Symbolic Interaction Theory is a theory of social-interaction effects in language learning that considers links between stimuli (i.e., the relations between perceived stimuli). a True b False QuestionID: 09-2-49 Page-Reference: 288 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: b. False 50. Relational Frame Theory (RTF) is a theory of social-interaction effects in language learning that considers human interaction as directed by symbols, the meaning of which is created in human interactions. a True b False QuestionID: 09-2-50 Page-Reference: 288 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: b. False 51. By three years of age, children understand that a comment should be followed by a response. a True b False QuestionID: 09-2-51 Page-Reference: 290 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.1. When and how do children learn to take turns in conversation? Answer: a. True 52. Infants' early attempts to communicate include pointing, touching, or making noises. a True b False

QuestionID: 09-2-52 Page-Reference: 291-292 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.2. What skills are required to be an effective speaker? Answer: a. True 53. Preschool children do not adjust their messages when their listeners lack critical information a True b False QuestionID: 09-2-53 Page-Reference: 292 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.2. What skills are required to be an effective speaker? Answer: b. False 54. School-age children are more likely to be polite to adults and demanding with peers. a True b False QuestionID: 09-2-54 Page-Reference: 292 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.2. What skills are required to be an effective speaker? Answer: a. True 55. Most toddlers understand that one's reply to comments should be related to the comment. a True b False QuestionID: 09-2-55 Page-Reference: 293 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.3. What is involved in becoming a good listener? Answer: b. False 56. Children cannot understand complex metaphors until they can reason abstractly. a True

b False QuestionID: 09-2-56 Page-Reference: 293 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.3. What is involved in becoming a good listener? Answer: a. True 57. School-age children can detect sarcasm from the speaker's tone of voice but not from the context of the sarcastic comment. a True b False QuestionID: 09-2-57 Page-Reference: 293 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.3. What is involved in becoming a good listener? Answer: a. True 58. Sign languages such as American Sign Language (ASL) or Langue des Signes du Quebec (LSQ) are true languages. a True b False QuestionID: 09-2-58 Page-Reference: 295 Topic: Signed Language and Gestural Communication Skill: Factual Objective: 9.5.2. How do signed languages operate? Answer: a. True 59. American Sign Language is different from a "true" language because it doesn't show displacement. a True b False QuestionID: 09-2-59 Page-Reference: 295 Topic: Signed Language and Gestural Communication Skill: Factual Objective: 9.5.2. How do signed languages operate?

Answer: b. False Chapter 09 Essay Questions 1. What is language and how does it differ from simple communication? QuestionID: 09-3-01 Page-Reference: 262-264 Topic: The Road to Speech Skill: Factual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A good answer will be similar to the following: - Language is a system that relates sounds (or gestures) to meaning. - It differs from simple communication in four ways: 1) it has arbitrary units and is therefore symbolic; 2) it is structured and meaningful; 3) it shows displacement (one can communicate about events distant in time and space, not just here and now; and 4) it is characterized by generativity (you can produce an infinite number of utterances from a language's vocabulary provided you follow the structure) 2. Describe infant speech perception during the first year of life. QuestionID: 09-3-02 Page-Reference: 262-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A good answer will be similar to the following: Infants can distinguish many phonemes (such as "t" and "e") as early as one month after birth. Infants can discriminate speech sounds they have never heard before, such as those that are not used in the language spoken in their home. They will lose this ability sometime around one year of age. This suggests that although they are biologically capable of hearing the entire range of phonemes, they begin to notice only the linguistic distinctions that are spoken in the language to which they are exposed. Infants are able to identify recurring patterns of sounds–words. They pay more attention to words they have heard repeatedly than to words they have not previously heard. 3. Name and briefly describe the five different elements of language. QuestionID: 09-3-03 Page-Reference: 263-264 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A good answer will be similar to the following: Phonology—The sounds of language

Morphology—The rules of meaning within the language Semantics—The study of words and their meaning Syntax—Rules that specify how words are combined to form sentences Pragmatics—The study of how people use language to communicate effectively 4. Compare and contrast phonology and morphology QuestionID: 09-3-04 Page-Reference: 263-264 Topic: The Road to Speech Skill: Factual Objective: 9.1.1. What are the basic sounds of speech, and how well can infants distinguish them? Answer: A good answer will be similar to the following: Phonology refers to the sounds in a language. All words in English are made from approximately 45 sounds. Morphology refers to the rules of meaning within a language. Morphemes are the smallest units of meaning in a language. For example, the word "dogs" has four sounds /d/ /o/ /g/ /s/, and two morphemes /dog/ /s/. 5. What is infant-directed speech and how is it related to infant language development? QuestionID: 09-3-05 Page-Reference: 267-269 Topic: The Road to Speech Skill: Conceptual Objective: 9.1.2. How does infant-directed speech help children learn about language? Answer: A good answer will be similar to the following: In infant-directed speech, adults speak slowly and with exaggerated changes in pitch and loudness. Infantdirected speech attracts infants' attention more than adult-directed speech and helps them perceive the sounds that are fundamental to their language. 6. Discuss the concept of fast mapping. QuestionID: 09-3-06 Page-Reference: 271 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.2. What rules do children follow to learn new words? Answer: A good answer will include the following key points: - Once children have the insight that a word can symbolize an object or action, their vocabularies grow, though slowly at first. - Typical 15-month-olds learn two to three words each week. - At about 18 months, many children experience a naming explosion during which they learn new words – particularly names of objects – much more rapidly than before. - They learn 10 or more new words each week.

- Most young children will learn the proper meanings of simple words in just a few presentations. - Children's ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word is called fast mapping. - Many distinct factors contribute to young children's rapid word learning, such as joint attention, constraints on word names, sentence cues, and cognitive factors. 7. Your sister and brother-in-law have a newborn baby and they are wondering when she will begin talking. They hope that it will occur soon, so they have begun saying mama and dada to their daughter. What can you tell them about the course of language development during the first year of life? QuestionID: 09-3-07 Page-Reference: 270-271 Topic: The Road to Speech Skill: Applied Objective: 9.2.1. How do children make the transition from babbling to talking? Answer: A good answer will be similar to the following: Your sister and brother-in-law will have a few months to wait until their daughter is talking because most babies say their first words around their first birthdays. Even though it will be months before their daughter says her first words, she will begin to make language-like sounds within the next few months. Around two months, babies start producing vowel-like sounds that are called cooing. Around six months of age, babies start combining vowels with consonants to produce babbling. Early babbling consists of single syllables, but later babbling consists of combinations of syllables. Starting around eight months of age, intonation (rising and falling pitch) is added to babbling. This intonation will mimic the intonation found in the language that the child hears. Around the first birthday, advanced babbling will become early words. 8. What are some of the rules that children use for learning new words? QuestionID: 09-3-08 Page-Reference: 271-273 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.2. What rules do children follow to learn new words? Answer: A good answer will be similar to the following: - If an unfamiliar word is heard in the presence of objects that already have names and objects that do not, the word refers to one of the objects that doesn't have a name. - A name refers to a whole object, not its parts or its relation to other objects and refers not just to this particular object but to all objects of the same type. - If an object already has a name and another name is presented, the new name denotes a subcategory of the original name. - Given many similar category members, a word applied consistently to only one of them is a proper noun. 9. Your friends Tamika and Susan have an 18-month-old daughter, Lynda, who has a vocabulary of approximately 50 words. Almost all of Lynda's words are names of objects, people, or actions. Tamika and Susan wonder if this is normal. What can you tell them about the different language-learning styles?

QuestionID: 09-3-09 Page-Reference: 274-275 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.3. What different styles of language learning do young children use? Answer: A good answer will be similar to the following: Lynda sounds as if she has a referential language-learning style because most of the words in her vocabulary are the names of objects, people, and actions. In contrast, children who have an expressive language-learning style have a higher percentage of social phrases that are used in social interactions. Referential children use language as an intellectual tool, but expressive children use it as a social tool. In other words, Lynda's language development is normal and typical of that of referential children. 10. Children sometimes have distinctive styles of learning language. Name and describe two styles of learning language. QuestionID: 09-3-10 Page-Reference: 275 Topic: Learning the Meanings of Words Skill: Conceptual Objective: 9.2.3. What different styles of language learning do young children use? Answer: A good answer will include the following key points: - Referential style–Children with this style of learning language tend to have vocabularies dominated by words that are the names of objects, persons, or actions. They use language primarily as an intellectual tool, a means of talking about objects. - Expressive style–Children with this style have vocabularies that include some names but also many social phrases that are used like a single word. Children with an expressive style use language as more of a social tool, a way of enhancing interactions with others. 11. What can adults do during their interactions with children to promote children's language development (i.e., help children master grammar and other aspects of language)? QuestionID: 09-3-11 Page-Reference: 275-280 Topic: Speaking in Sentences Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: A good answer will include the following key points: - Talk with children frequently and treat them as partners in conversation. That is, try talking with children interactively, not directively. - Use a child's speech to show new language forms. Expand a child's remark to introduce new vocabulary or new grammatical forms. Rephrase a child's ungrammatical remark to show the correct grammar. - Encourage children to go beyond minimal use of language. Have them answer questions in phrases and

sentences, not single words. Have them replace vague words with more descriptive ones. - Listen. Do not attempt to complete children's sentences for them, let children express themselves. Pay attention to what children are saying and respond appropriately. - Make language fun. Use books, rhymes, songs, jokes, and foreign words to increase interest in language. 12. Your friend Angelina wants to know what she can do to stimulate her son Mario's development. What should Angelina do in her interactions with Mario and how should she structure his home environment to maximize his language development? QuestionID: 09-3-12 Page-Reference: 275-280 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: A good answer will be similar to the following: Angelina should speak frequently to Mario. Parents who speak frequently with their children provide their children with more opportunities to learn words. Language development also is fostered when parents name objects or activities that are the focus of a child's attention. Reading books to a child increases the child's encounters with unfamiliar words, which leads to an increase in vocabulary. Also, asking Mario questions while reading to him will force him to identify the meanings of new words. The type of television shows that Mario watches may influence his language development. Watching television shows like Sesame Street in which Mario can actively participate and is challenged to use his emerging language skills probably will lead to improved language development. 13. Your friends Kumi and Hugh have a six-month-old son, Joe. Kumi is a native speaker of Japanese and Hugh is a native speaker of English. They are thinking about raising Joe to be bilingual but they are wondering if there are any benefits or drawbacks to this. What can you tell Kumi and Hugh about the impact of bilingualism on language development? QuestionID: 09-3-13 Page-Reference: 278-280 Topic: Learning the Meanings of Words Skill: Applied Objective: 9.2.4. What conditions foster children's learning of new words? Answer: A good answer will be similar to the following: Initially, language development in bilingual children may be slower than that of monolingual children but there are many benefits in the long run. When one- and two-year-olds are reared in a bilingual home, their language development often progresses slowly at first because they mix words from both languages. By three or four years of age, however, children can separate the two languages. During the elementary-school years, most bilingual children have a better understanding of many aspects of language such as understanding fine points of grammar and understanding that words are arbitrary symbols. So, in the long run Joe will not be harmed and should benefit from his bilingual upbringing. 14. Behaviourist theorists' claim that language is learned strictly through imitation and reinforcement

has been challenged by other theorists who propose that an inborn mechanism helps children learn grammar. Give an example of a language phenomenon that behaviourists would have difficulty explaining and describe evidence that supports the notion of an inborn grammar-learning device. QuestionID: 09-3-14 Page-Reference: 284-289 Topic: Speaking in Sentences Skill: Conceptual Objective: 9.3.2. How do children acquire the grammar of their native language? Answer: A good answer will be similar to the following: - One problem for behaviourist theorists is how to explain the fact that children produce novel sentences and grammar? Children produce sentences that are not simply imitations of sentences they've heard earlier. - Evidence supporting the notion of an inborn language-learning device: * Specific regions of the brain are known to be involved in language processing. The fact that specific areas in the brain have well-defined functions for language make it plausible that children have specialized neural circuits that help them learn grammar. * Only humans learn grammar readily. If grammar is learned solely through imitation and reinforcement, then it should be possible to teach rudimentary grammar to nonhumans. Efforts to teach grammar to chimpanzees have failed, suggesting that children rely upon some type of inborn mechanism to master grammar. * There is a critical period for learning language, based on cases of isolated children and from studies of individuals learning second languages. The period from birth to about age 12 is critical for acquiring language and mastering grammar, suggesting that the neural mechanisms involved in learning grammar may function only during infancy and childhood. 15. Effective communication is important throughout life. Give three guidelines for effective oral communication. QuestionID: 09-3-15 Page-Reference: 289-290 Topic: Using Language to Communicate Skill: Applied Objective: 9.4.1. When and how do children learn to take turns in conversation? Answer: A good answer will include the following key points: - People should take turns, alternating as speaker and listener. - A speaker's remarks should relate to the topic and be clear to the listener. - A listener should pay attention and let the speaker know if his or her remarks do not make sense. 16. What is "turn-taking" in language development? QuestionID: 09-3-16 Page-Reference: 289-290 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.1. When and how do children learn to take turns in conversation?

Answer: A good answer will be similar to the following: Before infants can talk, parents often begin to encourage "turn-taking" (when one member of the dyad speaks and the other listens). Parents structure the "conversation" around the babies' first sounds. The parent might say "What do you see?" and then pause for the baby to babble. Then the parent might say "Oh I see a doggie too." As infants get older, the parent might model both the question and the answer. 17. Discuss how a sign language such as ASL fulfills the criteria for language. QuestionID: 09-3-17 Page-Reference: 296 Topic: Sign Language and Gestural Communication Skill: Conceptual Objective: 9.5.2. How do signed languages operate? Answer: A good answer will include the following key points: - It has arbitrary units and is therefore symbolic. - ASL is structured and meaningful. - ASL shows displacement. - ASL has generativity.

Chapter 10: Emotional Development Chapter 10 Multiple-Choice Questions 1. Modern theories emphasize the ____________ value of emotion. A) functional B) persuasive C) comfort D) physiological QuestionID: 10-1-01 Page-Reference: 301 Topic: Emerging Emotions Skill: Factual Objective: 10.1.1. Why do people "feel"? Why do they have emotions? Answer: A) functional 2. Basic emotions A) do not involve a physiological change. B) are not expressed in an overt behaviour. C) vary from culture to culture. D) involve a subjective feeling. QuestionID: 10-1-02 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) involve a subjective feeling. 3. Which of the following is a basic emotion? A) pride B) guilt C) happiness D) embarrassment QuestionID: 10-1-03 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) happiness

4. Basic emotions consist of a subjective feeling, an overt behaviour, and A) a physiological change. B) an evaluative component. C) a cultural-specific expression. D) an advanced cognitive component. QuestionID: 10-1-04 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A) a physiological change. 5. Which of the following would be the element of a basic emotion referred to as a subjective feeling? A) a smile B) an increase in heart rate C) bumping into a chair D) being so happy you feel like you're floating on air QuestionID: 10-1-05 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) being so happy you feel like you're floating on air 6. Researchers often use ________ to assess an infant's emotional state. A) facial expressions B) subjective feelings C) the Strange Situation D) systematic desensitization QuestionID: 10-1-06 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A) facial expressions 7. Basic emotions are experienced by children as early as A) the first few months of life. B) eight or nine months of age. C) 18 to 24 months of age.

D) the preschool years. QuestionID: 10-1-07 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A) the first few months of life. 8. Happiness is adaptive in A) protection against possible threats. B) contributing to stronger interpersonal relationships. C) eliminating obstacles in the way of a goal. D) eliciting nurturance from others. QuestionID: 10-1-08 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) contributing to stronger interpersonal relationships. 9. Many scientists believe that young babies A) experience a wide range of emotions. B) feel fear and anger only. C) simply experience broad positive and broad negative emotional states. D) don't feel emotions at all. QuestionID: 10-1-09 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) simply experience broad positive and broad negative emotional states. 10. Social smiles typically first appear at A) birth. B) two to three months of age. C) six to ten months of age. D) 18 to 20 months months of age. QuestionID: 10-1-10 Page-Reference: 302-305

Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) two to three months of age. 11. A social smile typically occurs when an infant A) was recently fed. B) is asleep. C) sees another person. D) is at least one year of age. QuestionID: 10-1-11 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) sees another person. 12. Which of the following emerges first? A) guilt B) embarrassment C) pride D) fear QuestionID: 10-1-12 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) fear 13. The first distinct displays of anger typically occur A) at birth. B) between four and six months of age. C) between 12 and 18 months of age. D) during the preschool years. QuestionID: 10-1-13 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions?

Answer: B) between four and six months of age. 14. One of the first signs of fear in an infant often occurs when A) infants are in the presence of an unfamiliar adult. B) infants are picked up by a familiar adult. C) a stranger talks to other adults instead of picking up the baby. D) a favourite food or toy is taken away. QuestionID: 10-1-14 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A) infants are in the presence of an unfamiliar adult. 15. Stranger wariness is a sign of A) anger. B) sadness. C) fear. D) happiness. QuestionID: 10-1-15 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) fear. 16. Seven-month-old Lydia looked away and started to fuss when her mother's college roommate, who hadn't visited since Lydia was born, got Lydia up from her nap. Lydia's reaction is most likely the result of A) social referencing. B) systematic desensitization. C) insecure attachment. D) stranger wariness. QuestionID: 10-1-16 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) stranger wariness.

17. Your niece is seven months old and you are about to meet her for the first time. You are concerned that she will be afraid of you and want to minimize the chance that meeting you will cause her stranger wariness. What would you do? A) Greet her and give her your complete attention as soon as you meet her. B) Arrange to see her for the first time in an environment that is familiar to her. C) Meet her in an environment that is unfamiliar to her. D) Pick her up right away when you meet her. QuestionID: 10-1-17 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) Arrange to see her for the first time in an environment that is familiar to her. 18. Stranger wariness A) emerges a few weeks after birth. B) provides a natural restraint against the tendency for mobile infants to wander away from familiar caregivers. C) is greater when infants are in a familiar environment. D) is not related to the stranger's behaviour. QuestionID: 10-1-18 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) provides a natural restraint against the tendency for mobile infants to wander away from familiar caregivers. 19. Who is experiencing a complex emotion? A) Tim, who is happy B) Todd, who is embarrassed C) Ramon, who is disgusted D) Victor, who is surprised QuestionID: 10-1-19 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) Todd, who is embarrassed

20. Complex emotions A) emerge before basic emotions. B) develop before the age of one year. C) involve an evaluative component. D) include feelings of happiness, anger, and disgust. QuestionID: 10-1-20 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) involve an evaluative component. 21. Complex emotions don't usually emerge until A) four to six months of age. B) nine to 12 months of age. C) 18 to 24 months of age. D) three to four years of age. QuestionID: 10-1-21 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) 18 to 24 months of age. 22. Hezron has experienced basic emotions such as happiness and anger, but he is unlikely to feel more complex emotions such as guilt, embarrassment, or pride until he A) has some understanding of the self. B) experiences a physiological reaction linked to his emotions. C) displays overt behaviours associated with his subjective feelings. D) goes through systematic desensitization. QuestionID: 10-1-22 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A) has some understanding of the self. 23. At roughly 15 to 18 months, the child typically has some ___________________, which pave(s) the way for complex emotions. A) stranger wariness

B) self-regulation C) basic emotions D) understanding of the self QuestionID: 10-1-23 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) understanding of the self 24. Preschool children are sometimes afraid of the dark or of imaginary creatures. These fears typically diminish as the child gets older and A) realizes that fear is futile. B) is no longer likely to admit to fears. C) develops complex emotions. D) better understands the difference between appearance and reality QuestionID: 10-1-24 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) better understands the difference between appearance and reality 25. A seven-year-old who worries about school A) should get help from a therapist. B) is said to have a "school phobia." C) would not be unusual unless her concern grew to the point that she refused to go to school. D) has a faulty internal working model. QuestionID: 10-1-25 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: C) would not be unusual unless her concern grew to the point that she refused to go to school. 26. Which of the following is more likely to be true of an Asian elementary-school child than a North American elementary-school child? A) The Asian child would be more likely to respond in anger over a frustrating event. B) The Asian child would show more pride in a class achievement. C) The Asian child would show more pride in general.

D) The Asian child would be less embarrassed by a public display of individual achievement. QuestionID: 10-1-26 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: B) The Asian child would show more pride in a class achievement. 27. Unlike basic emotions, complex emotions A) do not involve an evaluative component. B) involve a physiological change. C) involve a subjective feeling. D) are triggered by different events in different cultures. QuestionID: 10-1-27 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: D) are triggered by different events in different cultures. 28. By ________ of age, infants begin to be able to distinguish facial expressions associated with different emotions. A) one month B) six months C) 12 months D) 24 months QuestionID: 10-1-28 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: B) six months 29. Six-month-old Moumita's mother is happy and smiles and talks to Moumita in a pleasant voice. Based on research reported in your text, you would expect Moumita A) to be able to distinguish facial expressions associated with different emotions but not to change her own emotions to match other people's emotions. B) to be unaware of and unaffected by other people's emotions. C) to match her emotion to her mother's and therefore be happy.

D) to become distressed. QuestionID: 10-1-29 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Applied Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: C) to match her emotion to her mother's and therefore be happy. 30. When one-year-old Kim was shown a new toy, she looked at her mother who appeared to be afraid of the toy. Kim became distressed and moved away from the toy. Kim used ________ to regulate her own behaviour. A) an internal working model B) systematic desensitization C) social referencing D) stranger wariness QuestionID: 10-1-30 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Applied Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: C) social referencing 31. In social referencing A) an infant has a preference for being with other people rather than for being alone. B) infants use their parents' facial expressions to help them interpret unfamiliar situations. C) deep relaxation is associated with progressively more anxiety-producing situations. D) an infant has a set of expectations about parents' availability and responsivity. QuestionID: 10-1-31 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: B) infants use their parents' facial expressions to help them interpret unfamiliar situations. 32. The ability to recognize others' emotions A) is important in social referencing. B) emerges after the first birthday.

C) is not related to the ability to discriminate different facial expressions. D) decreases with age. QuestionID: 10-1-32 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: A) is important in social referencing. 33. During the elementary school years, children A) become less likely to modify their behaviour according to other people's emotions. B) begin to realize that people can have "mixed feelings." C) become less able to recognize other people's emotions. D) show little change in understanding the emotions of others. QuestionID: 10-1-33 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: B) begin to realize that people can have "mixed feelings." 34. Eight-year-old Raisa reads the sentence "You are home all alone," and is asked how she would feel in the situation. Raisa is likely to believe that this situation A) cannot make a person feel more than one emotion at the same time. B) cannot make a person experience two different emotions that differ in intensity at the same time. C) can make a person feel both good and bad at the same time. D) cannot influence how a person feels. QuestionID: 10-1-34 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Applied Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: C) can make a person feel both good and bad at the same time. 35. Culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular person or persons are known as A) display rules.

B) emotional regulation. C) self-conscious emotions. D) systematic desensitization. QuestionID: 10-1-35 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: A) display rules. 36. Display rules A) are the same across cultures. B) are not understood by children until adolescence. C) are culture-specific D) have been found to only exist in North America. QuestionID: 10-1-36 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: C) are culture-specific 37. Children's understanding of emotions A) is related to a positive, rewarding relationship with parents and siblings. B) does not emerge until adolescence. C) has not been studied systematically. D) is unrelated to the relationships they have with others. QuestionID: 10-1-37 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: A) is related to a positive, rewarding relationship with parents and siblings. 38. Emotion regulation begins in A) infancy. B) the preschool years.

C) the school-age years. D) adolescence. QuestionID: 10-1-38 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Factual Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: A) infancy. 39. The regulation of emotions A) doesn't begin until children are about two years old. B) is not related to the quality of interactions and relationships with one's peers. C) involves the use of cognitive strategies (e.g., reminding oneself to ignore something) in school-age children and adolescents. D) involves the use of physical strategies (e.g., moving closer to a parent) in school-age children and adolescents. QuestionID: 10-1-39 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Applied Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: C) involves the use of cognitive strategies (e.g., reminding oneself to ignore something) in school-age children and adolescents. 40. Maggie is seven months old and is playing in an indoor gym with her mother. As a stranger approaches her, she moves closer to her mother. This is best an example of A) emotion regulation. B) temperament. C) display rules. D) social referencing. QuestionID: 10-1-40 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Applied Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: A) emotion regulation. 41. An infant's consistent mood and style of behaviour is called A) emotionality. B) rhythmicity.

C) temperament. D) intensity of reaction. QuestionID: 10-1-41 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: C) temperament. 42. Temperament is defined as A) the amount of physical and motor activity an infant exhibits in daily situations. B) the ease with which an infant adjusts to changes in the environment. C) an infant's regularity in eating, sleeping, and toileting. D) an infant's behaviour style that is stable across situations and biologically based. QuestionID: 10-1-42 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: D) an infant's behaviour style that is stable across situations and biologically based. 43. Results of the New York Longitudinal Study indicated that the largest group of babies was categorized as A) easy babies. B) difficult babies. C) slow-to-warm-up babies. D) average babies. QuestionID: 10-1-43 Page-Reference: 308-310 Topic: Temperament Skill: Factual Objective: 10.2.1. What are the different features of temperament? Answer: A) easy babies. 44. Irina is a happy, cheerful baby who adjusts well to new situations. She sleeps, eats, and toilets on a regular schedule. Thomas and Chess would categorize Irina's temperament as A) emotional. B) easy. C) slow-to-warm-up. D) difficult.

QuestionID: 10-1-44 Page-Reference: 308-310 Topic: Temperament Skill: Applied Objective: 10.2.1. What are the different features of temperament? Answer: B) easy. 45. Adriana often cries, responds intensely to new situations, and does not have regular eating and sleeping schedules. Adriana most closely fits Thomas and Chess's ________ temperament classification. A) slow-to-warm-up B) sociable C) difficult D) easy QuestionID: 10-1-45 Page-Reference: 308-310 Topic: Temperament Skill: Applied Objective: 10.2.1. What are the different features of temperament? Answer: C) difficult 46. You have noticed that your sister's baby, Carrie, is often unhappy. She typically shows a mild dislike for new foods and unfamiliar places. After reading about Thomas and Chess's temperament classifications, you decide that Carrie has a(n) ________ temperament. A) easy B) slow-to-warm-up C) sociable D) difficult QuestionID: 10-1-46 Page-Reference: 308-310 Topic: Temperament Skill: Applied Objective: 10.2.1. What are the different features of temperament? Answer: B) slow-to-warm-up 47. According to Thomas and Chess's temperament categories, a difficult baby and a slow-to-warm-up baby would be alike in that they both would A) be upset by unfamiliar situations. B) be relatively active. C) respond intensely when they disliked something. D) often be unhappy.

QuestionID: 10-1-47 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: D) often be unhappy. 48. The results of Rothbart's research looking at temperament and culture suggested that A) it is important for parents to actively mold temperament in their children. B) the dimensions of temperament are heavily influenced by environmental factors. C) surgency/extraversion is not an important temperament dimension in infants in some parts of the world. D) the structure of temperament appears to be similar worldwide. QuestionID: 10-1-48 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: D) the structure of temperament appears to be similar worldwide. 49. Jevan is an infant who seems to cry easily and who is difficult to console once he starts crying. Jevan would be high on which dimension of temperament? A) inhibition B) positive affect C) surgency D) negative affect QuestionID: 10-1-49 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: D) negative affect 50. The dimension of temperament called persistence is defined as A) the amount of physical and motor activity in a child's daily situations. B) the extent to which a child expresses pleasure, enthusiasm, and contentment. C) the amount of time a child devotes to an activity, particularly when obstacles were present. D) the extent to which a child is irritable, easily distresses, and is prone to anger. QuestionID: 10-1-50 Page-Reference: 308-310

Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: C) the amount of time a child devotes to an activity, particularly when obstacles were present. 51. Artem's father likes to play with Artem because they both enjoy vigorous play. Artem's mother complains of having a hard time keeping up with Artem because he is a very busy infant who always seems to be getting into things. Artem is high on which dimension of temperament? A) positive affect B) persistence C) activity level D) negative affect QuestionID: 10-1-51 Page-Reference: 308-310 Topic: Temperament Skill: Applied Objective: 10.2.1. What are the different features of temperament? Answer: C) activity level 52. ________ is more influenced by heredity than the other temperament dimensions. A) Activity level B) Persistence C) Negative affect D) Extraversion QuestionID: 10-1-52 Page-Reference: 310-311 Topic: Temperament Skill: Conceptual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: C) Negative affect 53. Studies of temperament in twins have found that A) fraternal twins are more alike in temperament than are identical twins. B) identical twins are more alike in temperament than are fraternal twins. C) there are no differences in the degree of similarity in temperament in fraternal and identical twins. D) heredity does not seem to influence temperament. QuestionID: 10-1-53 Page-Reference: 310-311 Topic: Temperament Skill: Factual

Objective: 10.2.2. How do heredity and environment influence temperament? Answer: B) identical twins are more alike in temperament than are fraternal twins. 54. Your friend, Sandy, interacts with her baby abruptly and lacks confidence. You would expect her baby to be A) more likely to develop an intense, difficult temperament. B) less likely to develop an intense, difficult temperament. C) temperamentally unaffected by how his mother interacts with him, because temperament is determined by heredity. D) temperamentally unaffected by how his mother interacts with him, because temperament does not develop until later in childhood. QuestionID: 10-1-54 Page-Reference: 310-311 Topic: Temperament Skill: Conceptual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: A) more likely to develop an intense, difficult temperament. 55. Research has shown that children with a specific variant of the DRD4 gene A) are not affected by the quality of environment. B) are less likely to benefit from high-quality childcare than those without the variant. C) are more likely to be harmed by prenatal stress than those without the variant. D) are no different from those without the variant when it comes to temperament. QuestionID: 10-1-55 Page-Reference: 310-311 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: B) are less likely to benefit from high-quality childcare than those without the variant. 56. Cross-cultural studies of temperament have shown A) that Japanese and Chinese babies are more emotional in stressful situations than European American babies. B) that European American babies are more emotional in stressful situations than Asian babies. C) that any cultural differences in emotionality cannot be explained by the behaviour of the mothers. D) no differences in emotionality between Asian and American babies. QuestionID: 10-1-56 Page-Reference: 310-311 Topic: Temperament Skill: Factual

Objective: 10.2.2. How do heredity and environment influence temperament? Answer: B) that European American babies are more emotional in stressful situations than Asian babies. 57. Which infant is MOST likely to cry when getting a vaccination? A) Lina, who is Japanese B) Jiang, who is Chinese C) Grace, who is European American D) Lina, Jiang, and Grace are equally likely to cry when getting a shot QuestionID: 10-1-57 Page-Reference: 310-311 Topic: Temperament Skill: Applied Objective: 10.2.2. How do heredity and environment influence temperament? Answer: C) Grace, who is European American 58. Asian infants tend to be ________ than European American infants. A) less sociable B) more active C) more distractible D) less emotional QuestionID: 10-1-58 Page-Reference: 310-311 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: D) less emotional 59. Mia is a European American mother. Seiko is a Japanese mother. Compared to Mia, Seiko is A) likely to spend more time in close physical contact with her baby. B) likely to spend less time in close physical contact with her baby. C) less likely to attempt to soothe her baby. D) likely to exhibit no differences in how she interacts with her baby. QuestionID: 10-1-59 Page-Reference: 310-311 Topic: Temperament Skill: Applied Objective: 10.2.2. How do heredity and environment influence temperament? Answer: A) likely to spend more time in close physical contact with her baby.

60. Which of the following statements about temperament is true? A) The influence of temperament depends on the environment in which children develop. B) Infants and toddlers who temperamentally resist control tend to be prone to behaviour problems when they are older if their mothers try to exert control over them. C) Adolescents who are temperamentally cheerful are more affected by life stressors and, therefore, more likely to drink, smoke, or use drugs. D) Temperament is the sole determining factor of many aspects of development. QuestionID: 10-1-60 Page-Reference: 310-312 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament?, 10.2.3. How stable is a child's temperament across childhood? Answer: A) The influence of temperament depends on the environment in which children develop. 61. Temperament from infancy to childhood is A) completely unrelated. B) very unstable. C) somewhat stable. D) very stable. QuestionID: 10-1-61 Page-Reference: 311-312 Topic: Temperament Skill: Factual Objective: 10.2.3. How stable is a child's temperament across childhood? Answer: C) somewhat stable. 62. Which of the following statements is TRUE? A) Temperament measured in the first few months of life is moderately related to temperament measured later in infancy. B) Temperament in childhood is consistently related to adult personality. C) Temperament during the preschool years is not related to temperament during adolescence. D) Temperament during the preschool years is strongly related to temperament during adolescence. QuestionID: 10-1-62 Page-Reference: 311-312 Topic: Temperament Skill: Factual Objective: 10.2.3. How stable is a child's temperament across childhood? Answer: A) Temperament measured in the first few months of life is moderately related to temperament measured later in infancy.

63. Which of the following statements best describes the stability of temperament? A) Temperament during the first few weeks of life is not related to temperament later in infancy. B) Temperament during the preschool years is strongly related to temperament during childhood and adolescence. C) Positive affect is the least stable dimension of temperament between the ages of three and nine years. D) Inhibited two-year-olds tend to be shy four-year-olds. QuestionID: 10-1-63 Page-Reference: 311-312 Topic: Temperament Skill: Factual Objective: 10.2.3. How stable is a child's temperament across childhood? Answer: D) Inhibited two-year-olds tend to be shy four-year-olds. 64. Shivani is an inhibited child. This means A) she is very outgoing. B) she will definitely be introverted as an adult. C) she is likely to be more introverted as an adult, but it's not definitive. D) she really enjoys being around other people. QuestionID: 10-1-64 Page-Reference: 311-314 Topic: Temperament Skill: Applied Objective: 10.2.3. How stable is a child's temperament across childhood?, 10.2.4. What are the consequences of different temperaments? Answer: C) she is likely to be more introverted as an adult, but it's not definitive. 65. Which of the following statements about temperament and other aspects of development is true? A) Preschoolers with difficult temperaments are more likely than children with easy temperaments to have behavioural problems by the time they start school. B) Children who are not frequently angry or fearful are more prone to depression. C) Anxious, fearful children are less likely to comply with a parent's rules and requests. D) Persistent children are less likely to succeed in school. QuestionID: 10-1-65 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: A) Preschoolers with difficult temperaments are more likely than children with easy temperaments to have behavioural problems by the time they start school.

66. Studies of links between temperament and developmental outcomes have found A) distractible children are more likely to succeed in school. B) anxious children are less likely to comply with parents' rules. C) shy children often have problems interacting with peers. D) persistent children are less likely to succeed in school. QuestionID: 10-1-66 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: C) shy children often have problems interacting with peers. 67. Four-year-old Allan has a difficult temperament. Four-year-old Ethan has an easy temperament. When they are older and enter school A) Ethan is more likely than Allan to have behavioural problems. B) Allan is more likely than Ethan to have behavioural problems. C) Allan and Ethan are both likely to have behavioural problems. D) Allan and Ethan are both unlikely to have behavioural problems. QuestionID: 10-1-67 Page-Reference: 312-314 Topic: Temperament Skill: Applied Objective: 10.2.4. What are the consequences of different temperaments? Answer: B) Allan is more likely than Ethan to have behavioural problems. 68. After reading about research on temperament and developmental outcomes, which of the following children would most surprise you? A) Kyle, an active and distractible child who has difficulty in school. B) Lonnie, a shy and inhibited child who has difficulty interacting with his peers. C) Richie, an anxious and fearful child who often breaks his parents' rules. D) Brian, a persistent child who does well in school. QuestionID: 10-1-68 Page-Reference: 312-314 Topic: Temperament Skill: Applied Objective: 10.2.4. What are the consequences of different temperaments? Answer: C) Richie, an anxious and fearful child who often breaks his parents' rules. 69. Shy, inhibited children

A) are unlikely to succeed in school. B) are likely to have difficulty interacting with other children. C) are less likely to comply with a parent's rules and requests. D) have more difficulty in familiar situations than in unfamiliar situations. QuestionID: 10-1-69 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: B) are likely to have difficulty interacting with other children. 70. Greater self-regulation in childhood is linked to A) more positive life outcomes. B) more negative life outcomes. C) greater risk of smoking and substance abuse in adulthood. D) greater risk of being convicted of a crime in adulthood. QuestionID: 10-1-70 Page-Reference: 312-314 Topic: Temperament Skill: Conceptual Objective: 10.2.4. What are the consequences of different temperaments? Answer: A) more positive life outcomes. 71. The evolutionary view of attachment is that it A) is learned through reinforcement and punishment. B) is the result of the resolution of conflicts that are centred on various parts of the body. C) increases the infant's likelihood of survival. D) was important to human evolution but has no value in modern society. QuestionID: 10-1-71 Page-Reference: 314-317 Topic: Attachment Skill: Conceptual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: C) increases the infant's likelihood of survival. 72. According to ________ theory, children who form an attachment to an adult are more likely to survive. A) evolutionary B) psychodynamic C) behavioural

D) Piagetian QuestionID: 10-1-72 Page-Reference: 314-317 Topic: Attachment Skill: Conceptual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: A) evolutionary 73. Bowlby described four phases in the growth of attachment. They are A) preattachment, secure attachment, insecure attachment, and true attachment. B) preattachment, attachment in the making, true attachment, and reciprocal relationships. C) attachment in the making, true attachment, secure attachment, and adult attachment. D) secure attachment, anxious-avoidant attachment, ambivalent attachment, and avoidant attachment. QuestionID: 10-1-73 Page-Reference: 314-317 Topic: Attachment Skill: Conceptual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: B) preattachment, attachment in the making, true attachment, and reciprocal relationships. 74. The infant singles out the attachment figure at approximately what age? A) four weeks B) two months C) seven months D) one year QuestionID: 10-1-74 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: C) seven months 75. Who is most likely to have just recently singled out an attachment figure? A) Felicity, who is one month of age B) Samantha, who is three months of age C) Addy, who is seven months of age D) Molly, who is one year of age QuestionID: 10-1-75 Page-Reference: 314-317

Topic: Attachment Skill: Applied Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: C) Addy, who is seven months of age 76. Fathers A) interact with their babies in the same ways that mothers do. B) are more likely to engage in physical play with their babies than are mothers. C) are more likely than mothers to be a source of comfort when babies are distressed. D) spend more time taking care of their children than playing with them. QuestionID: 10-1-76 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: B) are more likely to engage in physical play with their babies than are mothers. 77. Infants usually form attachments A) only to mothers. B) only to fathers. C) to mothers and fathers. D) to only one person, whoever is the primary caregiver. QuestionID: 10-1-77 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: C) to mothers and fathers. 78. If Bill and Marika are typical parents of a baby, which of the following is most likely to be true? A) Their baby is likely to become attached to Marika but not to Bill. B) Bill is likely to spend more time playing with their baby than taking care of him. C) Bill and Marika are likely to spend equal amounts of time reading and talking to their baby. D) Their infant is likely to prefer Marika over Bill as a playmate. QuestionID: 10-1-78 Page-Reference: 314-317 Topic: Attachment Skill: Applied Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver?

Answer: B) Bill is likely to spend more time playing with their baby than taking care of him. 79. ________ is used to study attachment relationships. A) A social smile B) Systematic desensitization C) Stranger wariness D) The Strange Situation QuestionID: 10-1-79 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) The Strange Situation 80. A researcher conducts a study using the Strange Situation. The researcher is studying A) the stability of temperament. B) the development of basic emotions. C) infants' recognition of others' emotions. D) attachment relationships. QuestionID: 10-1-80 Page-Reference: 317-323 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) attachment relationships. 81. When one-year-old Harjit's mother left her in an unfamiliar room, Harjit cried. When her mother returned, Harjit wanted to be held for a minute but then wanted to get down and play. Harjit appears to have a(n) ________ attachment to her mother. A) avoidant B) secure C) disorganized (disoriented) D) resistant QuestionID: 10-1-81 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships?

Answer: B) secure 82. The majority of North American babies have ________ attachment relationships. A) disorganized (disoriented) B) resistant C) avoidant D) secure QuestionID: 10-1-82 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) secure 83. When Aida's mother left her with a new babysitter, Aida was not upset. When her mother returned, Aida ignored her. Aida appears to have a(n) ________ attachment to her mother. A) resistant B) disorganized (disoriented) C) avoidant D) secure QuestionID: 10-1-83 Page-Reference: 365317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: C) avoidant 84. When Signe's mother left her at the babysitter's house, Signe was upset and cried. When Signe's mother returned, Signe was still angry and would not be consoled by her mother. Which type of attachment does Signe seem to have? A) disorganized (disoriented) B) resistant C) avoidant D) secure QuestionID: 10-1-84 Page-Reference: 317-323 Topic: Attachment Skill: Applied

Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: B) resistant 85. Annie has a disorganized (disoriented) attachment relationship with her mother. In the Strange Situation she A) probably will not be upset when her mother leaves and is likely to ignore her when she returns. B) may or may not cry when her mother leaves, but is likely to seek her when she returns. C) is likely to be upset when her mother leaves and angry and difficult to console when she returns. D) may be confused when her mother leaves and not really understand what's happening when she returns. QuestionID: 10-1-85 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) may be confused when her mother leaves and not really understand what's happening when she returns. 86. Worldwide, secure attachment is the most common form. In most countries, roughly 55 to 70 percent of infants are classified as being securely attached. What else is true about patterns of attachment worldwide? A) The percentage of infants in the different categories of insecure attachment differs substantially across cultures. B) Insecure attachment does not exist in Eastern cultures. C) Insecure attachment only exists in two forms in Eastern cultures. D) Securely attached children in North America fare worse than securely attached children in other countries. QuestionID: 10-1-86 Page-Reference: 317-323 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) The percentage of infants in the different categories of insecure attachment differs substantially across cultures. 87. As infants, Niko was securely attached and Will was insecurely attached. In their preschool years, you would expect to find A) that Will interacts more confidently and successfully with his peers than does Niko. B) that Niko interacts more confidently and successfully with his peers than does Will.

C) that Niko, but not Will, shows abnormal levels of hostility. D) no predictable differences between Niko and Will in terms of their social interactions. QuestionID: 10-1-87 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: B) that Niko interacts more confidently and successfully with his peers than does Will. 88. Children who had secure attachments as infants A) tend to have more satisfying later social relationships. B) have more fights with friends when they are three and four years old. C) show high levels of hostility as preschoolers. D) tend to have higher-quality friendships as children. QuestionID: 10-1-88 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) tend to have more satisfying later social relationships. 89. A secure attachment is most likely to occur when A) parents spend a lot of time with their child. B) parents respond to their child in an inconsistent manner. C) babies have a difficult temperament. D) parents are sensitive and responsive to their baby. QuestionID: 10-1-89 Page-Reference: 317-323 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) parents are sensitive and responsive to their baby. 90. What advice would you give to parents who want their infants to become securely attached to them? A) Have a rigid personality style. B) Don't reinforce infant crying by responding whenever your child cries. C) Place children in full-time day care before their first birthday.

D) Respond to your infant predictably and sensitively. QuestionID: 10-1-90 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) Respond to your infant predictably and sensitively. 91. Which infant is most likely to form a secure attachment? A) Hallie, whose parents respond predictably and appropriately to her needs B) Erin, who has a difficult temperament C) Bernie, who sleeps in a dormitory with other children under 12 D) Steven, whose mother has a rigid personality style QuestionID: 10-1-91 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) Hallie, whose parents respond predictably and appropriately to her needs 92. The set of expectations that infants form about parents' availability and responsiveness generally and in times of stress is referred to as A) an internal working model. B) self-conscious emotions. C) display rules. D) social referencing. QuestionID: 10-1-92 Page-Reference: 317-323 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) an internal working model. 93. One-year-old Celia has come to expect that when she cries, her mother will respond quickly and take good care of her. One-year-old Shannon doesn't know what her mother's reaction to her cries will be. Celia and Shannon differ in their A) display rules.

B) social referencing. C) internal working models. D) systematic desensitization. QuestionID: 10-1-93 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: C) internal working models. 94. As an adult, Michelle remembers her childhood as happy and her parents as warm and generous although favouring her brother over her. Michelle has a(n) ________ attachment representation. A) secure adult B) dismissive adult C) resistant adult D) preoccupied adult QuestionID: 10-1-94 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) secure adult 95. Jude is an adult who describes her own childhood in very general terms and seems to idealize her parents. Which type of attachment representation does Jude seem to have? A) secure B) dismissive C) preoccupied D) resistant QuestionID: 10-1-95 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: B) dismissive 96. Feye gets very upset when he begins talking about his childhood, which he does quite often,

remembering his parents as being unfair and unkind to him. Feye appears to have a(n) ________ attachment representation. A) dismissive B) secure C) preoccupied D) avoidant QuestionID: 10-1-96 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: C) preoccupied 97. Adults with a dismissive attachment representation describe their childhood experiences A) in very general terms and idealize their parents. B) by objectively reporting both positive and negative aspects of their parents. C) reluctantly and prefer not to talk about what are very negative memories of their parents. D) emotionally, expressing anger and confusion regarding their parents. QuestionID: 10-1-97 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) in very general terms and idealize their parents. 98. Sensitive parenting is most strongly associated with what kind of adult attachment representation? A) resistant B) secure C) dismissive D) preoccupied QuestionID: 10-1-98 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: B) secure

99. According to the Early Child Care study, children whose mothers work outside the home A) are more likely to develop insecure attachments than those children whose mothers stay at home with them. B) are more likely to develop insecure attachments when they spend many hours in day care. C) are likely to develop insecure attachments when their mothers showed less sensitive mothering combined with low quality or large amounts of day care. D) are more likely to develop insecure attachments when parents changed child-care arrangements frequently. QuestionID: 10-1-99 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: C) are likely to develop insecure attachments when their mothers showed less sensitive mothering combined with low quality or large amounts of day care. 100. When children go to day care, the single most important factor related to secure attachment is A) the quality of the child care. B) the amount of time the child spends in day care. C) the age when the child began day care. D) the quality of parenting. QuestionID: 10-1-100 Page-Reference: 317-323 Topic: Attachment Skill: Applied Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) the quality of parenting. 101. Indigenous Peoples' family relationships have often been negatively affected by ___________ interventions. Studies by Jessica Ball of the University of Victoria, BC, into Indigenous fathers' involvement showed the challenges for such fathers due to the "colonial interventions" that have affected Indigenous Peoples. A) government B) nutritional C) financial D) media QuestionID: 10-1-101 Page-Reference: 317-323 Topic: Attachment

Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A) government 102. In Canada Indigenous children have been at risk of __________ attachment because of interventions where children are removed from families and normal social contexts. In the past this might have been removal to the infamous residential schools, but still today Indigenous children are more likely to be removed from families by _____________. A) government; travelling physicians B) disadvantageous; medical doctors C) secure; their grandparents D) insecure; child welfare services QuestionID: 10-1-102 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: D) insecure; child welfare services Chapter 10 True-False Questions 1. According to the functional approach, emotions are useful because they help people adapt to their environment. a True b False QuestionID: 10-2-01 Page-Reference: 301 Topic: Emerging Emotions Skill: Factual Objective: 10.1.1. Why do people "feel"? Why do they have emotions? Answer: a. True 2. Basic emotions consist of a subjective feeling, a physiological change, and an overt behaviour. a True b False QuestionID: 10-2-02 Page-Reference: 302-305 Topic: Emerging Emotions

Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 3. Anger is a complex emotion. a True b False QuestionID: 10-2-03 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 4. Babies who are a few weeks old use social smiles. a True b False QuestionID: 10-2-04 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 5. Smiles during the first month reflect the infant's pleasure in interacting with others. a True b False QuestionID: 10-2-05 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 6. Distinct displays of anger emerge between four and six months of age. a True b False QuestionID: 10-2-06

Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 7. Around six months, babies show stranger wariness. a True b False QuestionID: 10-2-07 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 8. Infants are more fearful of strangers in a familiar environment. a True b False QuestionID: 10-2-08 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 9. Wanda's infant Javier is suddenly wary in the presence of unfamiliar adults. It is likely that Javier is close to three months of age. a True b False QuestionID: 10-2-09 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 10. Self-conscious emotions are responses to meeting or failing to meet expectations or standards. a True

b False QuestionID: 10-2-10 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 11. Complex emotions depend on the child having some understanding of self. a True b False QuestionID: 10-2-11 Page-Reference: 347 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 12. Complex emotions emerge between 18 to 24 months of age. a True b False QuestionID: 10-2-12 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: a. True 13. By seven years of age, children experience feelings of relief and regret appropriately. a True b False QuestionID: 10-2-13 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False

14. Chinese 11-month-olds have been found to cry and smile more than European American 11-montholds. a True b False QuestionID: 10-2-14 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions? Answer: b. False 15. Social referencing shows that infants rely on their parents' emotions to regulate their own behaviour. a True b False QuestionID: 10-2-15 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: a. True 16. During the elementary-school years, children have a decreased ability to see multiple, differing emotions. a True b False QuestionID: 10-2-16 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: b. False 17. Display rules are universal standards for appropriate expressions of emotion in a particular setting or with a particular person or persons. a True b False QuestionID: 10-2-17

Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: b. False 18. A positive relationship with parents and siblings is related to children's understanding of emotions. a True b False QuestionID: 10-2-18 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Factual Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: a. True 19. Emotion regulation does not begin until at least two years of age. a True b False QuestionID: 10-2-19 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Factual Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: b. False 20. Children who cannot control their emotions often have difficulty resolving conflicts with peers. a True b False QuestionID: 10-2-20 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Factual Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: a. True 21. Temperament is not stable across situations.

a True b False QuestionID: 10-2-21 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: b. False 22. In the New York Longitudinal Study, the largest group of babies was classified as "difficult." a True b False QuestionID: 10-2-22 Page-Reference: 308-310 Topic: Temperament Skill: Factual Objective: 10.2.1. What are the different features of temperament? Answer: b. False 23. Infants who are high on effortful control tend to be high on surgency/extraversion and low on negative affect. a True b False QuestionID: 10-2-23 Page-Reference: 308-310 Topic: Temperament Skill: Factual Objective: 10.2.1. What are the different features of temperament? Answer: a. True 24. Extroversion looks like a blend of the temperamental dimensions of positive affect and activity level. a True b False QuestionID: 10-2-24 Page-Reference: 308-310 Topic: Temperament Skill: Factual Objective: 10.2.1. What are the different features of temperament?

Answer: a. True 25. The results of twin studies provide evidence that heredity does not influence temperament. a True b False QuestionID: 10-2-25 Page-Reference: 310-311 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: b. False 26. Infants of mothers who interact easily and confidently with them are more likely to develop intense, difficult temperaments. a True b False QuestionID: 10-2-26 Page-Reference: 310-311 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: b. False 27. DRD4 is a temperament gene. a True b False QuestionID: 10-2-27 Page-Reference: 310-311 Topic: Temperament Skill: Factual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: b. False 28. Temperament during infancy is not related to temperament later in life. a True b False QuestionID: 10-2-28 Page-Reference: 311-312 Topic: Temperament

Skill: Factual Objective: 10.2.3. How stable is a child's temperament across childhood? Answer: b. False 29. Persistent children, active children, and distractible children are all as likely to succeed in school. a True b False QuestionID: 10-2-29 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: b. False 30. Shy children often have difficulties interacting with peers and often do not cope effectively with problems. a True b False QuestionID: 10-2-30 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: a. True 31. Anxious, fearful children are less likely to comply with a parent's rules and requests. a True b False QuestionID: 10-2-31 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: b. False 32. Children who are frequently angry or fearful are more prone to depression. a True b False

QuestionID: 10-2-32 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: a. True 33. Infants and toddlers who resist control tend to have behaviour problems when they are older if their mothers did not exert much control. a True b False QuestionID: 10-2-33 Page-Reference: 312-314 Topic: Temperament Skill: Factual Objective: 10.2.4. What are the consequences of different temperaments? Answer: a. True 34. Attachment is an enduring social-emotional relationship. a True b False QuestionID: 10-2-34 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: a. True 35. According to John Bowlby, children are more likely to survive if they form an attachment to an adult. a True b False QuestionID: 10-2-35 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: a. True 36. During preattachment, babies behave differently in the presence of familiar and unfamiliar adults

a True b False QuestionID: 10-2-36 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: b. False 37. Around seven months of age, the attachment figure becomes a stable social-emotional base. a True b False QuestionID: 10-2-37 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: a. True 38. Most North American infants become attached to their mothers but not their fathers. a True b False QuestionID: 10-2-38 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: b. False 39. Fathers are more likely than mothers to read to and play games like peek-a-boo with their babies a True b False QuestionID: 10-2-39 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: b. False

40. When infants are distressed they prefer to be comforted by their fathers. a True b False QuestionID: 10-2-40 Page-Reference: 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: b. False 41. About 60-65 percent of North American babies have secure attachment relationships. a True b False QuestionID: 10-2-41 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True 42. Children with secure attachment relationships have higher-quality friendships and fewer conflicts with peers than children with insecure attachment relationships. a True b False QuestionID: 10-2-42 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True 43. A secure attachment is most likely when parents respond to infants predictably and appropriately. a True b False QuestionID: 10-2-43 Page-Reference: 317-323

Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True 44. Adults with dismissive attachment representation are the most likely to provide the sensitive caregiving that promotes secure attachment relationships in their own children. a True b False QuestionID: 10-2-44 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: b. False 45. Since the 1970s, more women in the workforce and more single-parent households have made childcare more popular. a True b False QuestionID: 10-2-45 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True 46. In research by McKim et al. (1999), children with less sensitive mothers, and especially those with children who were also in extensive out-of-home care, showed less secure relationships. a True b False QuestionID: 10-2-46 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships?

Answer: a. True 47. With high-quality parenting, a secure attachment is likely regardless of a child's experience in childcare. a True b False QuestionID: 10-2-47 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True 48. It was acknowledged that for Indigenous fathers, as for fathers from other sociocultural groups, changes in the general concepts of "manhood" and of parenting in Canadian society overall have discouraged fathers from becoming more involved with their children and establishing more positive father-child attachments. a True b False QuestionID: 10-2-48 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: b. False 49. Recent statistics show that though they make up only 7 percent of children in Canada, Indigenous children make up 48 percent, or almost half, of children in foster care. a True b False QuestionID: 10-2-49 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True

50. The higher percentage of removal from families and the lack of cultural integration often causes Indigenous children to have poor attachment status and increased likelihood of identity issues in later childhood and adolescence. a True b False QuestionID: 10-2-50 Page-Reference: 317-323 Topic: Attachment Skill: Factual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: a. True Chapter 10 Essay Questions 1. Explain what is meant by basic emotions and complex emotions and give examples of each. QuestionID: 10-3-01 Page-Reference: 301-305 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.1. Why do people "feel"? Why do they have emotions?, 10.1.2. At what ages do children begin to experience and express different emotions? Answer: A good answer will include the following key points: - Basic emotions are experienced by people throughout the world and are comprised of three elements: a subjective feeling, a physiological change, and an overt behaviour. Basic emotions include happiness, anger, surprise, fear, disgust, and sadness. - Complex emotions have an additional evaluative component to them and are not experienced the same ways in all cultures. Complex emotions include pride, guilt, and embarrassment. 2. Recently, your friends went out for the evening and got a babysitter. They have gotten babysitters in the seven months since their baby was born, but this time the baby cried when the babysitter came in the door and rushed to pick him up. A few weeks ago, when the same sitter came to the house, the baby was willing to go to her. Your friends can't figure out what happened to the baby or the babysitter to change the situation. What can you tell your friends about stranger wariness that might explain the baby's behaviour? QuestionID: 10-3-02 Page-Reference: 302-305 Topic: Emerging Emotions Skill: Applied Objective: 10.1.2. At what ages do children begin to experience and express different emotions?

Answer: A good answer will be similar to the following: You can tell your friends that around six months of age, stranger wariness emerges in infants. So, infants who had gone to strangers readily just a few weeks before will fuss or cry when approached by a stranger. In general, infants show less stranger wariness in familiar environments than unfamiliar environments. Infants also show more wariness when someone rushes at them (like the babysitter did) and less wariness when they are given time to "warm up" to the stranger. This wariness will decline as your friends' baby learns to interpret facial expressions and recognizes when strangers are friendly or hostile. 3. Discuss cultural differences in emotional expression. QuestionID: 10-3-03 Page-Reference: 302-307 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.2. At what ages do children begin to experience and express different emotions?, 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: A good answer will include the following key points: - Children worldwide express many of the same basic and complex emotions. - However, cultures differ in the extent to which emotional expression is encouraged. - For example, outward displays of emotion are discouraged in many Asian countries. - Cultures also differ in the events that trigger emotions, particularly complex emotions. - Expression of anger also varies around the world. - Culture can influence when and how much children express emotion 4. Your friend Jamal has a 12-month-old daughter, Kia. Recently, they ran into one of Jamal's coworkers who Kia did not know. When this "stranger" approached, Jamal thought that Kia looked at him to gauge his reaction to the "stranger" and then smiled after she saw Jamal greet the "stranger" in a friendly manner. When Jamal told this story to his wife, Yolanda, she laughed and told him that he was giving Kia more credit than a one-year-old should get. Is Jamal or Yolanda correct? Explain your answer. QuestionID: 10-3-04 Page-Reference: 305-307 Topic: Emerging Emotions Skill: Applied Objective: 10.1.3. When do children begin to understand other people's emotions? How do they use this information to guide their own behaviour? Answer: A good answer will be similar to the following: You can tell Jamal and Yolanda that Kia was engaging in social referencing. Social referencing occurs when infants encounter unfamiliar or ambiguous situations in the environment and involves looking at a parent to find cues to help interpret the situation. The approach of the coworker who was a stranger to Kia would be an unfamiliar or ambiguous situation. Kia is old enough to use social referencing, so she looked at Jamal to see how he reacted to this "stranger." When Jamal was friendly to the "stranger," Kia smiled at the "stranger." In

other words, Jamal's ideas about Kia's behaviour were correct. 5. What are some new ways to regulate emotions that children develop as they get older? QuestionID: 10-3-05 Page-Reference: 307-308 Topic: Emerging Emotions Skill: Conceptual Objective: 10.1.4. When do children show evidence of regulating emotion, and why is this an important skill? Answer: A good answer will include the following key points: - Children begin to regulate their own emotions and rely less on others to do this for them. - Children more often rely on mental strategies to regulate emotions. - Children more accurately match the strategies for regulating emotion with the particular setting. 6. Name and describe some different dimensions of temperament. QuestionID: 10-3-06 Page-Reference: 308-310 Topic: Temperament Skill: Conceptual Objective: 10.2.1. What are the different features of temperament? Answer: A good answer will include the following key points: - Thomas and Chess suggested that infants' behaviour varies along nine temperamental dimensions. Two are: 1) Activity level—The amount of motor activity in daily situations; and 2) Persistence—The amount of time a child devotes to an activity, particularly when obstacles or distractions are present - Rothbart (2011) devised a theory of temperament that includes three different dimensions: - Surgency/extraversion—The extent to which a child is generally happy, active, vocal, and regularly seeks interesting stimulation - Effortful control—The extent to which a child can focus attention, is not readily distracted, and can inhibit responses - Negative affect—The extent to which a child is fearful, irritable, easily distresses, is prone to anger and not easily soothed 7. Discuss how a child's environment can contribute to children's temperament. QuestionID: 10-3-07 Page-Reference: 310-311 Topic: Temperament Skill: Conceptual Objective: 10.2.2. How do heredity and environment influence temperament? Answer: A good answer will include the following key points: - The environment contributes in at least three different ways: - Temperament can be affected directly by parents' behaviour

- The environment can amplify the genetic effects of temperament through different mechanisms (e.g., infants with high levels of negative affect are more likely to elicit harsh parenting) - temperament may make some children particularly susceptible to environmental influences – either beneficial or harmful. 8. Your friends have a six-month-old son, Etan. Etan often is irritable, is prone to anger, and is easily distressed. Your friends are hoping that Etan is just "in a bad stage" and that he will outgrow his behaviour. Which category of temperament would you put Etan in and what can you tell your friends about the stability of temperament? QuestionID: 10-3-08 Page-Reference: 311-314 Topic: Temperament Skill: Applied Objective: 10.2.3. How stable is a child's temperament across childhood?, 10.2.4. What are the consequences of different temperaments? Answer: A good answer will be similar to the following: You can tell your friends that Etan's behaviour is typical of infants with high levels of "negative affect." Will this difficult stage pass? Studies of the stability of temperament indicate that temperament is somewhat stable. For example, fearful preschoolers tend to be inhibited as older children and adolescents. Also, newborns who cry under moderate stress tend to cry as five-month-olds when they are in stressful situations. A difficult temperament during the preschool years is related to behaviour problems by the time children enter school. Based on the studies of the stability of temperament, no one can say with certainty that Etan will continue to be difficult, but he is more likely to be a difficult child than someone else who is an easy infant. The environment also plays a role in the stability of temperament so that your friends' skillful parenting may help Etan to become less difficult. 9. Provide examples supporting the notion that temperament is an important influence on development. QuestionID: 10-3-09 Page-Reference: 312-314 Topic: Temperament Skill: Conceptual Objective: 10.2.4. What are the consequences of different temperaments? Answer: A good answer will include the following key points: - Persistent children are likely to succeed in school, whereas active and distractible children are less likely to succeed. - Shy, inhibited children often have difficulty interacting with their peers and often do not cope effectively with problems. - Anxious, fearful children are more likely to comply with a parent's rules and requests, even when the parent is not present. - Children who are frequently angry or fearful are more prone to depression. - Children who are capable of greater effortful control as three- and four-year-olds have higher scores on measures of working memory and, as school-age children, are less likely to be diagnosed with ADHD.

- Children who are uninhibited and lack self-regulation are prone to alcohol-, drug-, and gambling-related problems as adults. 10. You know your child tends to be quite fearful. One day you catch her cheating while playing a family board game. What do you know about how temperament interacts with the environment, and how should you respond to the cheating situation? QuestionID: 10-3-10 Page-Reference: 312-314 Topic: Temperament Skill: Applied Objective: 10.2.4. What are the consequences of different temperaments? Answer: A good answer will be similar to the following: Research has shown that emotionally fearful children were more likely to cheat in a game when their parents' discipline emphasized asserting power ("Do this now and don't argue") but they were the least likely to cheat when the parents were nurturing and supportive. Therefore, you should aim to be nurturing and supportive with ALL of your children, but especially the one who tends to be fearful. Because you know that temperamentally fearful preschoolers can lean towards honesty or dishonesty depending on the disciplinary style of the parents. 11. Your friend Beth has a nine-month-old baby and she is considering returning to work full-time. She has heard that infants who are in daycare full-time have a slightly higher risk of forming an insecure attachment. She told you that she is willing to take that risk because attachment only lasts a few years and doesn't affect other behaviours. What can you tell Beth about the relation between attachment and later social behaviour? QuestionID: 10-3-11 Page-Reference: 314-323 Topic: Attachment Skill: Applied Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver?, 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A good answer will be similar to the following: Attachment does last longer than a few years and a secure attachment is related to better social relationships later in life. There is much evidence that children who form secure attachments as infants have better social relationships with peers later in life. For example, children with secure attachment relationships have higherquality friendships and fewer conflicts with friends than children with insecure attachments as infants. Also, school-age children are less likely to have behaviour problems if they have a secure attachment relationship. 12. According to Bowlby, what are the four phases of growth in attachment? Briefly describe the major change(s) that occur during each of these stages. QuestionID: 10-3-12 Page-Reference: 315-316

Topic: Attachment Skill: Conceptual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver? Answer: A good answer will include the following key points: - Preattachment (birth to six weeks)—Infant's behaviours and the responses they evoke in adults create an interactive system that is the first step in the formation of attachment relationships. - Attachment in the making (six to eight weeks to six to eight months)—Babies begin to behave differently in the presence of familiar and unfamiliar adults. - True attachment (six to eight months to 18 months)—Most infants have singled out the attachment figure. A mental representation of the attachment figure is formed. - Reciprocal relationships (18 months on)—Infants begin to act as true partners in the attachment relationship. 13. Name the four primary types of attachment relationships observed by Ainsworth. Describe the typical reaction of infants with each type of attachment to the separation and reunion episodes of the Strange Situation procedure. QuestionID: 10-3-13 Page-Reference: 317-323 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A good answer will include the following key points: - Secure attachment—The baby may or may not cry when the mother leaves, but when she returns, the baby wants to be with her and if the baby is crying, it stops. - Avoidant attachment—The baby is not upset when the mother leaves and when she returns, may ignore her by looking or turning away. - Resistant attachment—The baby is upset when the mother leaves and remains upset or even angry when she returns and is difficult to console. - Disorganized (disoriented) attachment—The baby seems confused when the mother leaves and when she returns, as if it doesn't really understand what's happening. 14. When questioned about attachment relationships with the Adult Attachment Interview, adults can be classified into one of three groups. Discuss these three groups. QuestionID: 10-3-14 Page-Reference: 321-322 Topic: Attachment Skill: Conceptual Objective: 10.3.2. What different types of attachment relationships are there? What are the consequences of different types of relationships? Answer: A good answer will include the following key points: - Secure adults describe childhood experiences objectively and value the impact of their caregiver-child

relationship on their development. - Dismissive adults sometimes deny the value of childhood experiences and sometimes are unable to recall those experiences precisely, yet they often idealize their caregivers. - Preoccupied adults describe childhood experiences emotionally and often express anger or confusion regarding relationships with their caregivers.

Chapter 11: Understanding Self and Others Chapter 11 Multiple-Choice Questions 1. The attitudes, behaviours, and values that a person believes make them a unique individual are referred to as the person's A) self-concept. B) specification. C) imaginary audience. D) personal fable. QuestionID: 11-1-01 Page-Reference: 327-328 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.1.1. When do infants first acquire a sense of self? Answer: A) self-concept. 2. The foundation or first step of developing a self-concept occurs when children A) begin to wonder who they are. B) become aware that they exist independently of other people and objects in the environment. C) mention emotions when describing themselves. D) begin to describe themselves in relation to their peers. QuestionID: 11-1-02 Page-Reference: 327-328 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.1.1. When do infants first acquire a sense of self? Answer: B) become aware that they exist independently of other people and objects in the environment. 3. Dr. Jones conducts a study in which he places a red mark on toddlers' noses and then places them in front of a mirror. Dr. Jones appears to be interested in A) identity statuses. B) self-awareness. C) egocentrism. D) self-esteem. QuestionID: 11-1-03 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.2. How does self-concept become more elaborate as children grow?

Answer: B) self-awareness. 4. Two-year-old Chris "helps" his dad change the oil in the car and ends up with a black oil streak on his cheek. When they come into the house, his dad takes him into the bathroom to clean up. Based on what you know about self-awareness in two-year-olds, what would you expect Chris to do when he looks in the mirror? A) Reach up and touch the black spot on his cheek. B) Touch the black spot he sees on the mirror. C) Look at his dad to see if he, too, has oil on his face. D) Not show any indication that he notices the spot. QuestionID: 11-1-04 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: A) Reach up and touch the black spot on his cheek. 5. Evidence for growing self-awareness between the ages of 18 and 24 months includes the fact that children of this age A) cannot recognize themselves in a mirror. B) look less at photographs of themselves than at photos of other children. C) do not refer to themselves by name. D) sometimes know their own age and gender. QuestionID: 11-1-05 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: D) sometimes know their own age and gender. 6. Self-awareness is usually well established by the age of A) six months. B) one years. C) two years. D) three years. QuestionID: 11-1-06 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.2.2. How does self-concept become more elaborate as children grow?

Answer: C) two years. 7. A three-year-old celebrating a birthday understands that she's an older version of the same person who had a birthday a year before. She is A) able to recognize continuity in the self over time. B) beginning to form self-awareness. C) very advanced for her age. D) not yet able to form a self-concept. QuestionID: 11-1-07 Page-Reference: 328-329 Topic: Who am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: A) able to recognize continuity in the self over time. 8. Who is most likely to recognize continuity in the self over time? A) Parker, a two-year-old who is self-aware B) Denton, a two-year-old who is not self-aware C) Parker and Denton are equally likely to recognize continuity in the self over time. D) Neither Parker norDenton will recognize continuity in the self over time.. QuestionID: 11-1-08 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: A) Parker, a two-year-old who is self-aware 9. If you ask Ewa, a preschooler, to describe herself she is most likely to say A) "I love swimming." B) "I'm usually happy." C) "I'm the fastest runner in my preschool class." D) "I have blond hair." QuestionID: 11-1-09 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: D) "I have blond hair." 10. Rina's self-concept includes mention of emotions, social groups to which she belongs, and

comparisons of herself to others. How old is Rina? A) three years old B) eight years old C) thirteen years old D) seventeen years old QuestionID: 11-1-10 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: B) eight years old 11. Between the ages of six and eight, children's descriptions of themselves are likely to A) be based on characteristics that are observable and concrete. B) be future-oriented. C) mention emotions and social groups to which they belong. D) vary with the setting. QuestionID: 11-1-11 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: C) mention emotions and social groups to which they belong. 12. Chan's self-concept includes statements about his attitudes, personality traits, religious beliefs, and occupational goals. How old is Chan? A) three years old B) five years old C) eight years old D) fifteen years old QuestionID: 11-1-12 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) fifteen years old 13. Veronica describes herself as an "ambitious, fun-loving Catholic who is going to be a nurse someday." Veronica is probably A) a toddler.

B) a preschooler. C) an elementary school age child. D) an adolescent. QuestionID: 11-1-13 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) an adolescent. 14. As children grow from preschoolers to adolescents, their self-concepts become A) more concrete. B) more elaborate and richer. C) less psychological. D) less future-oriented. QuestionID: 11-1-14 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) more elaborate and richer. 15. Abby is 6 years old while Sheena is 13 years old. Compared to Abby's self-description, Sheena's selfdescription is likely to be A) more abstract. B) based more on physical characteristics. C) more closely linked to possessions. D) less future-oriented. QuestionID: 11-1-15 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) more abstract. 16. The self-absorption characteristic of the teen-age search for identity is called A) diffusion. B) theory of mind. C) adolescent egocentrism. D) specification.

QuestionID: 11-1-16 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) adolescent egocentrism. 17. Adolescent egocentrism is characterized by A) an inability to understand that others have different perspectives of the world. B) an indifference about what other people think about them. C) a belief that they are the focus of others' thinking. D) having attained identity achievement. QuestionID: 11-1-17 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) a belief that they are the focus of others' thinking. 18. Fifteen-year-old Angela's belief that she is, in effect, an actor whose performance is watched constantly by her peers is a phenomenon referred to as A) the imaginary audience. B) the personal fable. C) the illusion of invulnerability. D) perspective-taking. QuestionID: 11-1-18 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) the imaginary audience. 19. Sixteen-year-old Ingrid discovered a spot on her blouse after she arrived at school. Ingrid is afraid that everyone will notice the spot and think she is stupid. Which of the following best describes Ingrid's beliefs? A) adolescent egocentrism B) imaginary audience C) personal fable D) illusion of invulnerability

QuestionID: 11-1-19 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) imaginary audience 20. Teenagers' tendency to believe that their experiences and feelings are unique, and that no one has ever felt or thought as they do is known as A) the personal fable. B) the imaginary audience. C) the illusion of invulnerability. D) hypothetical reasoning. QuestionID: 11-1-20 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) the personal fable. 21. Maja, 15, was just broken up with by her girlfriend, Lisa. Maya's dad told her that he knows how she feels but that in time she will feel better. Maya is convinced that her dad does not know how it feels to be broken up with by a girlfriend and that his dad does not know what he is talking about. Which of the following terms best describes Maya's beliefs? A) adolescent egocentrism B) imaginary audience C) personal fable D) illusion of invulnerability QuestionID: 11-1-21 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) personal fable 22. Adolescents tend to believe that misfortune only happens to others, a belief that is referred to as A) the personal fable. B) the illusion of invulnerability. C) the imaginary audience. D) hypothetical reasoning.

QuestionID: 11-1-22 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) the illusion of invulnerability. 23. Sixteen-year-old Edward is sexually active but doesn't practice safe sex. He thinks becoming infected with HIV is something that would happen to other people, but not to him. Which of the following concepts best explains Edward's belief? A) hypothetical reasoning B) the personal fable C) the imaginary audience D) the illusion of invulnerability QuestionID: 11-1-23 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) the illusion of invulnerability 24. As adolescents progress towards achieving an identity A) adolescent egocentrism increases while the imaginary audience, personal fables, and the illusion of invulnerability become less common. B) adolescent egocentrism decreases while the imaginary audience, personal fables, and the illusion of invulnerability become more common. C) adolescent egocentrism, the imaginary audience, personal fables, and the illusion of invulnerability become less common. D) adolescent egocentrism, the imaginary audience, personal fables, and the illusion of invulnerability become more common. QuestionID: 11-1-24 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) adolescent egocentrism, the imaginary audience, personal fables, and the illusion of invulnerability become less common. 25. Fourteen-year-old Tyler is overwhelmed by the task of achieving an identity and has done little to achieve one. Tyler appears to be in Marcia's ________ identity status. A) moratorium

B) achievement C) foreclosure D) diffusion QuestionID: 11-1-25 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) diffusion 26. In Marcia's theory, ________ describes individuals who have identities that are determined largely by adults, rather than from personal exploration. A) diffusion B) foreclosure C) moratorium D) achievement QuestionID: 11-1-26 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) foreclosure 27. Although 15-year-old Vince hasn't thought about it much, he has decided to become a priest when he grows up because that's what his mother wants. Marcia would describe Vince as being in the ________ phase of achieving identity. A) foreclosure B) diffusion C) achievement D) moratorium QuestionID: 11-1-27 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) foreclosure 28. In Marcia's theory, ________ describes individuals who are still examining different alternative identities. A) diffusion

B) foreclosure C) moratorium D) achievement QuestionID: 11-1-28 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) moratorium 29. On Laurel's 16th birthday, her parents gave her a new car and a Conservative Party bumper sticker. Laurel was happy to accept the car but didn't want to display the bumper sticker. She had begun to read and think about different political parties and, although she hadn't yet decided which political party she supported, she didn't want to be a Conservative just because her parents were. In terms of her political beliefs, Laurel appears to be in Marcia's ________ identity status. A) diffusion B) achievement C) moratorium D) foreclosure QuestionID: 11-1-29 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) moratorium 30. Individuals who have explored alternatives and have deliberately chosen a specific identity are in Marcia's ________ identity status. A) diffusion B) achievement C) moratorium D) foreclosure QuestionID: 11-1-30 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) achievement 31. Marcia's achievement identity status

A) occurs more in younger than in older adolescents. B) occurs more in older than in younger adolescents. C) is not related to age. D) is achieved in all aspects of identity at the same time. QuestionID: 11-1-31 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) occurs more in older than in younger adolescents. 32. Adolescents are more likely to reach achievement status when their parents A) recognize their children's autonomy. B) discourage discussion. C) discourage personal experimentation. D) simply tell them what identity to adopt. QuestionID: 11-1-32 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) recognize their children's autonomy. 33. Who is most likely to reach achievement status? A) Gabriel, whose parents discourage discussion B) Amanda, whose parents give her explicit direction for her choices C) Kathryn, whose parents encourage her to explore alternatives on her own D) Ashley, whose parents set rules with little justification QuestionID: 11-1-33 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) Kathryn, whose parents encourage her to explore alternatives on her own 34. As individuals move from early adolescence to young adulthood, Marcia's ________ and ________ identity statuses become less common while ________ and ________ become more common. A) achievement, moratorium; foreclosure, diffusion B) moratorium, diffusion; foreclosure, achievement C) foreclosure, moratorium; diffusion, achievement

D) foreclosure, diffusion; moratorium, achievement QuestionID: 11-1-34 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) foreclosure, diffusion; moratorium, achievement 35. Troy, a college student, is in the achievement status for career. What does that tell you about his identity status for religion and politics? A) Troy is in the achievement status for religion and politics. B) Troy is not in the achievement status for religion and politics. C) Troy is in the achievement status for religion but not for politics. D) It is not possible to determine Troy's identity status for religion and politics by knowing his identity status for career. QuestionID: 11-1-35 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) It is not possible to determine Troy's identity status for religion and politics by knowing his identity status for career. 36. Marcia's identity formation statuses typically occur in which order? A) diffusion, foreclosure, moratorium, achievement B) moratorium, foreclosure, diffusion, achievement C) foreclosure, moratorium, achievement, diffusion D) The phases do not necessarily occur in a particular sequence. QuestionID: 11-1-36 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) The phases do not necessarily occur in a particular sequence. 37. When parents set rules with little justification and enforce them without explanation, children are more likely to remain in Marcia's _____________ status. A) foreclosure B) diffusion C) moratorium

D) achievement QuestionID: 11-1-37 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) foreclosure 38. Adolescents who have achieved a strong ethnic identity A) are less likely to be affected by discrimination B) worry more. C) find interactions with peers more frustrating. D) are more likely to have parents who downplay their cultural heritage. QuestionID: 11-1-38 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) are less likely to be affected by discrimination 39. The process of integrating into and adopting the customs of a different culture is called A) ethnic identity. B) acculturation. C) multiculturalism. D) ethnic crystallization. QuestionID: 11-1-39 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) acculturation. 40. What is true regarding the work on acculturation by John W. Berry and his colleagues? A) The least acculturated were the best adapted, both psychologically and socioculturally. B) Acculturation, while maintaining ties to a person's heritage, leads to greater life satisfaction and better mental health and well-being. C) Acculturation along with rejection of cultural heritage led to more positive outcomes for immigrants. D) The multicultural ideal of Canada is more likely to hurt immigrants than help them. QuestionID: 11-1-40

Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) Acculturation, while maintaining ties to a person's heritage, leads to greater life satisfaction and better mental health and well-being. 41. Which term refers to the degree to which a person is integrated into a particular culture? A) integration B) achievement status C) diffusion status D) enculturation QuestionID: 11-1-41 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) enculturation 42. As noted by Fleming and Ledogar in their review of _______________ spirituality and adoption of cultural practices by Aboriginal youth: "Enculturation refers to the degree of integration within a culture." A) Canadian B) Indigenous C) Asian D) Latin American Canadian QuestionID: 11-1-42 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) Indigenous 43. What is the term associated with the ability to integrate aspects of both the traditional and the mainstream cultures? A) bicultural B) encultural C) acultural D) enacultural QuestionID: 11-1-43

Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) bicultural 44. Research shows that A) adolescents inherently struggle; they go through a time of storm and stress. B) adolescents in different parts of the world differed in terms of experiencing a time of storm and stress; North American adolescents experienced great struggle while others did not. C) most adolescents around the world report being happy and few avoid their homes. D) parent-child relations don't seem to change during adolescence. QuestionID: 11-1-44 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) most adolescents around the world report being happy and few avoid their homes. 45. Conflicts between parents and their adolescent children A) usually involve more than mild bickering. B) usually concern differences of opinion over core values. C) are the inevitable result of teenagers spending more time with their parents. D) are often more distressing for parents than teenagers. QuestionID: 11-1-45 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) are often more distressing for parents than teenagers. 46. Depression among adolescents A) is caused by higher levels of neurotransmitters. B) is more common in those who tend to blame others for negative outcomes. C) is more common in girls than boys. D) is unrelated to temperament. QuestionID: 11-1-46 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual

Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) is more common in girls than boys. 47. Antidepressant drugs A) have effects that last after the individual stops taking the drugs. B) are more effective than forms of psychotherapy that emphasize cognitive and social skills. C) should be prescribed in any young person who has been diagnosed with depression. D) are designed to correct an imbalance in neurotransmitters. QuestionID: 11-1-47 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) are designed to correct an imbalance in neurotransmitters. 48. In the earliest phase of achieving an ethnic identity, individuals A) do not consider ethnic identity to be an important personal issue. B) begin to explore the personal impact of their ethnic heritage. C) learn cultural traditions. D) achieve a distinct ethnic self-concept. QuestionID: 11-1-48 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) do not consider ethnic identity to be an important personal issue. 49. Juan has very little interest in examining his ethnic roots. Juan is in the ________ phase of achieving an ethnic identity. A) first B) second C) third D) fourth QuestionID: 11-1-49 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A) first

50. Recently, Ramiro has become interested in his ethnic heritage. He has attended some MexicanAmerican festivals and read some books on the role that Mexican Americans have played in the history of the United States. Ramiro is in which stage of achieving an ethnic identity? A) first stage B) second stage C) third stage D) fourth stage QuestionID: 11-1-50 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) second stage 51. Nikolai has achieved a distinct ethnic self-concept. He is in the ________ phase of achieving an ethnic identity. A) first B) second C) third D) fourth QuestionID: 11-1-51 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) third 52. Adolescents who have achieved a strong ethnic identity A) have lower self-esteem. B) find interactions with family and friends less satisfying. C) do poorly in school. D) have parents who encouraged them to explore alternative identities. QuestionID: 11-1-52 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) have parents who encouraged them to explore alternative identities.

53. A strong, well-defined ethnic identity is associated with A) younger rather than older adolescents. B) experiencing more negative consequences from discrimination . C) a weakened tie to mainstream culture for all ethnic groups. D) higher self-esteem. QuestionID: 11-1-53 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) higher self-esteem. 54. If Hunter is a typical adolescent, he will A) be rebellious. B) rely upon his parents for advice. C) not share many of his parents' values. D) be unhappy. QuestionID: 11-1-54 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) rely upon his parents for advice. 55. Most adolescents report that they A) do not love their parents. B) do not ask their parents for advice. C) embrace many of their parents' values. D) feel unloved by their parents. QuestionID: 11-1-55 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: C) embrace many of their parents' values. 56. Which of the following statements about parent-child relations during adolescence is true? A) Parent-adolescent relations can be accurately summed up as being full of storm-and-stress. B) Parent-adolescent relationships become more egalitarian throughout adolescence. C) Parents and adolescents continue to spend the same amount of time together as they did when the

adolescent was a child. D) Adolescents show their parents more affection than they did as children. QuestionID: 11-1-56 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) Parent-adolescent relationships become more egalitarian throughout adolescence. 57. Depression-prone adolescents A) have higher levels of norepinephrine and serotonin. B) are more likely to be boys than girls. C) are likely to become depressed even when there is no triggering event. D) are more likely to blame themselves for their failures. QuestionID: 11-1-57 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) are more likely to blame themselves for their failures. 58. Stella is a depressed adolescent. She is likely to A) blame others for her failures. B) have reduced levels of some neurotransmitters. C) not find psychotherapy a successful way to treat her depression. D) experience long-lasting treatment effects through short-term drug therapy. QuestionID: 11-1-58 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: B) have reduced levels of some neurotransmitters. 59. The most effective and lasting forms of treatment for depression in adolescence emphasize A) minimizing discussion of the depressive symptoms. B) taking personal responsibility for negative outcomes. C) correcting an imbalance in neurotransmitters. D) cognitive and social skills. QuestionID: 11-1-59

Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: D) cognitive and social skills. 60. ________ is defined as a person's judgment and feelings about his or her own worth. A) Self-concept B) Self-recognition C) Self-esteem D) Self-awareness QuestionID: 11-1-60 Page-Reference: 337-339 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop? Answer: C) Self-esteem 61. Anne participates in a study in which she is asked how much statements such as "I'm very good at schoolwork" and "I find it very easy to make friends" apply to her. The study involves measuring A) perspective-taking. B) stranger anxiety. C) self-esteem. D) basic and complex emotions. QuestionID: 11-1-61 Page-Reference: 337-339 Topic: Self-Esteem Skill: Applied Objective: 11.2.1. How does self-esteem change as children develop? Answer: C) self-esteem. 62. Children's overall self-worth A) is, roughly, the average of their self-worth in specialized areas. B) is determined by some domains more than others. C) is not influenced by social competence. D) has fewer contributors as the child gets older. QuestionID: 11-1-62 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual

Objective: 11.2.1. How does self-esteem change as children develop? Answer: B) is determined by some domains more than others. 63. In the elementary-school years, what are the areas of self-esteem that stand out? A) scholastic competence, athletic competence, social competence, and physical appearance. B) physical appearance, emotional stability, emotional regulation, and social competence. C) scholastic competence, emotional regulation, physical appearance, and athletic competence.. D) social competence, emotional stability, athletic competence, and scholastic competence. QuestionID: 11-1-63 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: A) scholastic competence, athletic competence, social competence, and physical appearance. 64. Scholastic competence is measured by how A) popular or accepted the child feels in social interactions with peers. B) adequate the child feels about behaving the way one is supposed to. C) competent the child feels at sports and games requiring physical skill, athletic ability. D) competent or smart the child feels in doing schoolwork. QuestionID: 11-1-64 Page-Reference: 337-339 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop? Answer: D) competent or smart the child feels in doing schoolwork. 65. Abilo is eager to try any sport and feels that he's pretty good at most of them. Mason doesn't enjoy any sports, mainly because he doesn't think he's very good at them. Abilo's and Mason's perceived competencies are different in the domain of A) scholastic competence. B) behavioural conduct. C) physical appearance. D) athletic competence. QuestionID: 11-1-65 Page-Reference: 337-339 Topic: Self-Esteem Skill: Applied Objective: 11.2.1. How does self-esteem change as children develop?

Answer: D) athletic competence. 66. By the end of the elementary-school years, children's self-esteem has usually stabilized because A) children at that age have established an ethnic identity. B) children at that age have not yet started comparing themselves to others. C) children have learned their place in the "pecking order." D) children at that age believe that they are consistently above average. QuestionID: 11-1-66 Page-Reference: 337-339 Topic: Self-Esteem Skill: Applied Objective: 11.2.1. How does self-esteem change as children develop? Answer: C) children have learned their place in the "pecking order." 67. Courtney loves the way she looks, especially her long, thick hair and big, dark brown eyes. Courtney's self-worth is high in the domain of A) athletic competence. B) physical appearance. C) social acceptance. D) behavioural conduct. QuestionID: 11-1-67 Page-Reference: 337-339 Topic: Self-Esteem Skill: Applied Objective: 11.2.1. How does self-esteem change as children develop? Answer: B) physical appearance. 68. An individual's self-esteem A) becomes more differentiated with age. B) tends to be at similar levels across different domains. C) is usually highest during the junior high school years. D) is not affected by how others view them. QuestionID: 11-1-68 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: A) becomes more differentiated with age. 69. As children move from being preschoolers to becoming adolescents

A) they are less likely to compare themselves to peers. B) self-esteem becomes more differentiated. C) self-esteem shows large increases. D) girls' self-esteem drops more than boys' after the transition to junior high. QuestionID: 11-1-69 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: B) self-esteem becomes more differentiated. 70. At which age would you be most likely to find the highest levels of self-esteem? A) preschool years B) early elementary-school years C) late elementary-school years D) junior high years QuestionID: 11-1-70 Page-Reference: 339-340 Topic: Self-Esteem Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A) preschool years 71. Who is likely to have the highest self-esteem? A) Abe, who just started high school B) Tex, who just started junior high school C) Gus, who is in early elementary school D) Len, who is in preschool QuestionID: 11-1-71 Page-Reference: 339-340 Topic: Self-Esteem Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: D) Len, who is in preschool 72. Which of the following most accurately describes a typical preschooler in terms of self-esteem? A) full of confidence B) full of self-doubt C) at the bottom of the "pecking order" D) very differentiated

QuestionID: 11-1-72 Page-Reference: 339-340 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A) full of confidence 73. Which factor accounts for some of the decrease in self-esteem seen during the elementary school years? A) parents setting more rules B) children beginning to compare themselves with peers C) teachers becoming more involved with students D) a school emphasis on individualized instruction QuestionID: 11-1-73 Page-Reference: 339-340 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: B) children beginning to compare themselves with peers 74. When children move from elementary school to high school A) self-esteem reaches its peak. B) self-esteem becomes less differentiated. C) children become less likely to compare themselves with peers. D) self-esteem usually drops. QuestionID: 11-1-74 Page-Reference: 339-340 Topic: Self-Esteem Skill: Factual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: D) self-esteem usually drops. 75. When Kristin makes the transition from elementary school to junior high school, you might expect her self-esteem to A) decrease. B) increase. C) fluctuate up and down unpredictably. D) remain stable. QuestionID: 11-1-75

Page-Reference: 339-340 Topic: Self-Esteem Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A) decrease. 76. Developmental changes in structure and average levels of self-esteem A) are universal. B) are culturally specific. C) are easily explained. D) aren't important to study. QuestionID: 11-1-76 Page-Reference: 339-340 Topic: Self-Esteem Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: B) are culturally specific. 77. Who is more likely to have the lowest self-esteem? A) Julie, a European American child in elementary school. B) Ming, a Chinese American child in elementary school. C) Juan, a Hispanic American child in elementary school. D) Mako, a Japanese American child in elementary school. QuestionID: 11-1-77 Page-Reference: 339-340 Topic: Self-Esteem Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: C) Juan, a Hispanic American child in elementary school. 78. Who is likely to have the lowest self-esteem? A) Darrin, whose parents don't set rules B) Dario, whose parents discuss their rules with him C) Stephen, whose parents are affectionate toward him D) Faia, whose parents are involved in his extra-curricular activities QuestionID: 11-1-78 Page-Reference: 340-342 Topic: Self-Esteem Skill: Applied Objective: 11.2.3. What factors influence the development of self-esteem?

Answer: A) Darrin, whose parents don't set rules 79. Who is likely to have the highest self-esteem? A) Joav, who likes school and gets good grades. B) Daveed, who has trouble getting along with his peers C) Dustin, who doesn't participate in extracurricular activities D) James, who often has disciplinary problems QuestionID: 11-1-79 Page-Reference: 340-342 Topic: Self-Esteem Skill: Applied Objective: 11.2.3. What factors influence the development of self-esteem? Answer: A) Joav, who likes school and gets good grades. 80. What advice would you give teachers to help them enhance their students' self-esteem? A) Don't expect children to work to the best of their ability. B) Show interest in your students' progress. C) Discourage children from participating in extracurricular activities. D) Don't listen to most of what your students say to you. QuestionID: 11-1-80 Page-Reference: 340-342 Topic: Self-Esteem Skill: Applied Objective: 11.2.3. What factors influence the development of self-esteem? Answer: B) Show interest in your students' progress. 81. General praise for ability can lead the child to choose easy options or to not try hard for fear of failure. Praise that focuses on effort encourages the child to try hard, even if the task seems difficult. This type of praise fosters what is called a "_________ mindset," where mindset refers to a set of beliefs and attitudes toward challenges. A) fixed B) broken C) growth D) suboptimal QuestionID: 11-1-81 Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem?

Answer: C) growth 82. Because Badeea, a junior high school student, has low self-esteem, she is A) likely to get along well with peers. B) unlikely to become depressed. C) unlikely to be involved in bullying and aggressive behaviour. D) likely to do poorly in school. QuestionID: 11-1-82 Page-Reference: 340-342 Topic: Self-Esteem Skill: Applied Objective: 11.2.3. What factors influence the development of self-esteem? Answer: D) likely to do poorly in school. 83. Compared to other children, children with low self-esteem A) are likely to have good relations with peers. B) are more prone to psychological disorders such as depression. C) are less likely to be involved in antisocial behaviour. D) are likely to have good relations with peers. QuestionID: 11-1-83 Page-Reference: 342-343 Topic: Self-Esteem Skill: Applied Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: B) are more prone to psychological disorders such as depression. 84. What is true about helping children with low self-esteem? A) Therapy directed at increasing self-esteem in children doesn't seem to be effective. B) Training related to social skills doesn't seem to be effective. C) Taking the time to recognize each child as an individual creates the feelings of "being special" and therefore helps increase self-esteem. D) There don't seem to be any effective ways to help children with low self-esteem. QuestionID: 11-1-84 Page-Reference: 342-343 Topic: Self-Esteem Skill: Conceptual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: C) Taking the time to recognize each child as an individual creates the feelings of "being special" and therefore helps increase self-esteem.

85. Narcissistic children and adolescents A) think poorly of themselves. B) don't want attention from others. C) are prone to aggression. D) are less likely to experience depression. QuestionID: 11-1-85 Page-Reference: 342-343 Topic: Self-Esteem Skill: Conceptual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: C) are prone to aggression. 86. Which of the following is seven-year-old Megan LEAST likely to say when describing a person? A) "She has brown hair." B) "She lives next door to me." C) "She has a swingset." D) "She is friendly." QuestionID: 11-1-86 Page-Reference: 344-345 Topic: Understanding Others Skill: Applied Objective: 11.3.1. As children develop, how do they describe others differently? Answer: D) "She is friendly." 87. Young children's descriptions of other people tend to focus on A) abstract traits. B) psychological traits. C) concrete traits. D) integrating contradictory traits. QuestionID: 11-1-87 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: C) concrete traits. 88. As children mature, their descriptions of others A) become more concrete. B) are more likely to include psychological traits. C) become simpler.

D) are more likely to include references to possessions. QuestionID: 11-1-88 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: B) are more likely to include psychological traits. 89. As children develop, the progression in how they describe others goes from emphasizing A) concrete traits to including psychological traits, and finally, to integrating traits. B) an integration of traits to focusing on psychological traits and, finally, to focusing on concrete traits. C) concrete traits to integrating traits and, finally, to including psychological traits. D) psychological traits to focusing on concrete traits and, finally, to integrating traits. QuestionID: 11-1-89 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: A) concrete traits to including psychological traits, and finally, to integrating traits. 90. Selman's perspective-taking theory is based on assumptions from ________ theory. A) Piaget's B) Vygotsky's C) psychodynamic D) social learning QuestionID: 11-1-90 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: A) Piaget's 91. Three-year-old Lykke knows that she and other people can have different thoughts and feelings, but she often confuses the two. Lykke appears to be in Selman's ________ stage of perspective taking. A) self-reflective B) societal C) social-informational D) undifferentiated QuestionID: 11-1-91

Page-Reference: 345-347 Topic: Understanding Others Skill: Applied Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: D) undifferentiated 92. If a child says that his mother won't mind that he took cookies from the cookie jar because she likes cookies, then the child is in Selman's ________ stage. A) undifferentiated B) social-informational C) self-reflective D) third-person QuestionID: 11-1-92 Page-Reference: 345-347 Topic: Understanding Others Skill: Applied Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: A) undifferentiated 93. During Selman's ________ stage of perspective-taking, children know that perspectives differ because people have access to different information. A) undifferentiated B) third-person C) social-informational D) societal QuestionID: 11-1-93 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: C) social-informational 94. In Selman's ________ stage of perspective-taking, children can step into another's shoes and view themselves as others do. A) self-reflective B) social-informational C) third-person D) societal QuestionID: 11-1-94 Page-Reference: 345-347

Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: A) self-reflective 95. A child who can step outside the immediate situation to see how they and another person would be seen from the perspective of a neutral third party is in Selman's ________ stage. A) undifferentiated B) social-informational C) self-reflective D) third person QuestionID: 11-1-95 Page-Reference: 345-347 Topic: Understanding Others Skill: Conceptual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: D) third person 96. Fifteen-year-old Elso realizes that a third person's perspective is influenced by broader personal, social, and cultural contexts. Elso is in Selman's ________ stage of perspective-taking. A) social-informational B) self-reflective C) societal D) third-person QuestionID: 11-1-96 Page-Reference: 345-347 Topic: Understanding Others Skill: Applied Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: C) societal 97. Which of the following shows the proper sequence of Selman's stages of perspective-taking? A) undifferentiated, self-reflective, societal, third person, social-informational B) undifferentiated, social-informational, societal, third person, self-reflective C) social-informational, self-reflective, third person, societal, undifferentiated D) undifferentiated, social-informational, self-reflective, third person, societal QuestionID: 11-1-97 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual

Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: D) undifferentiated, social-informational, self-reflective, third person, societal 98. Some investigators have linked improved perspective taking to A) decreased recursive thinking. B) validated thinking. C) the developing theory of mind. D) self-esteem QuestionID: 11-1-98 Page-Reference: 345-347 Topic: Understanding Others Skill: Conceptual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: C) the developing theory of mind. 99. A second-order belief such as "Derek thinks that Ae-Cha doesn't like the teacher" is referred to as A) self-reflective perspective taking. B) recursive thinking. C) social-informational perspective taking. D) validated thinking. QuestionID: 11-1-99 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: B) recursive thinking. 100. Children with more advanced perspective-taking skills A) are younger than children with less advanced skills. B) are at lower cognitive levels. C) are typically well-liked by their peers. D) are more likely to have negative interactions with peers. QuestionID: 11-1-100 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: C) are typically well-liked by their peers.

101. Greg has more advanced perspective-taking skills than Simon. Which of the following would you expect to find? A) Greg and Simon are at the same cognitive level. B) Simon is older than Greg. C) Simon gets along better with his peers than Greg does. D) Greg has more positive interactions with his peers than Simon does. QuestionID: 11-1-101 Page-Reference: 345-347 Topic: Understanding Others Skill: Applied Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: D) Greg has more positive interactions with his peers than Simon does. 102. ________ is a typically negative view of others based on their membership in a specific group. A) Specification B) Perspective-taking C) Prejudice D) Egocentrism QuestionID: 11-1-102 Page-Reference: 347-351 Topic: Understanding Others Skill: Conceptual Objective: 11.3.3. When do children develop prejudice toward others? Answer: C) Prejudice 103. Brayan is a five-year-old Canadian male of Latin-American descent. Which of the following traits is he LEAST likely to attribute to members of his own ethnic group? A) being smart B) being dishonest C) being friendly D) being honest QuestionID: 11-1-103 Page-Reference: 347-351 Topic: Understanding Others Skill: Applied Objective: 11.3.3. When do children develop prejudice toward others? Answer: B) being dishonest 104. Prejudice A) is lowest in preschoolers.

B) increases as children understand that people in social groups are heterogeneous. C) vanishes in adolescence. D) decreases with cognitive development during the elementary school years, but then increases again during early adolescence. QuestionID: 11-1-104 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: D) decreases with cognitive development during the elementary school years, but then increases again during early adolescence. 105. Patterson and Bigler's (2006) findings support the idea that bias and prejudice are by-products of A) their parents' belief systems. B) underlying hostility. C) children's efforts to determine the features in an environment that distinguish different groups. D) group conflict. QuestionID: 11-1-105 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: C) children's efforts to determine the features in an environment that distinguish different groups. 106. What is an effective way to reduce prejudice? A) ask children to play different roles that involve being discriminated against. B) decrease the amount of contact people have with members of different groups. C) stress the ways in which people in one group are different from people in other groups. D) be more like young children in terms of the amount of prejudice towards others. QuestionID: 11-1-106 Page-Reference: 347-351 Topic: Understanding Others Skill: Applied Objective: 11.3.3. When do children develop prejudice toward others? Answer: A) ask children to play different roles that involve being discriminated against. 107. Munirah is a teacher who has witnessed several acts of discrimination in her classroom. What piece of advice will BEST help Munirah to reduce the discrimination? A) Tell her to simply encourage contact between all of the children. B) Tell her to create role-playing scenarios involving discrimination and to also create common goals for

all of the children. C) Tell her to discourage the children from thinking of themselves as part of a larger group. D) Tell her that it's normal for children to discriminate and that it will decrease as time goes on. QuestionID: 11-1-107 Page-Reference: 347-351 Topic: Understanding Others Skill: Applied Objective: 11.3.3. When do children develop prejudice toward others? Answer: B) Tell her to create role-playing scenarios involving discrimination and to also create common goals for all of the children. Chapter 11 True-False Questions 1. Self-awareness emerges between 18 and 24 months. a True b False QuestionID: 11-2-01 Page-Reference: 327-328 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.1.1. When do infants first acquire a sense of self? Answer: a. True 2. Emerson just turned two years old. She will not yet demonstrate self-awareness. a True b False QuestionID: 11-2-02 Page-Reference: 327-328 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.1.1. When do infants first acquire a sense of self? Answer: b. False 3. Self-aware toddlers look more at photos of other children than photos of themselves. a True b False QuestionID: 11-2-03 Page-Reference: 327-328 Topic: Who Am I? Self-Concept

Skill: Factual Objective: 11.1.1. When do infants first acquire a sense of self? Answer: b. False 4. Preschoolers' self-concepts focus on attitudes and personality traits. a True b False QuestionID: 11-2-04 Page-Reference: 327-328 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.1.1. When do infants first acquire a sense of self? Answer: b. False 5. Adolescents' self-concepts include religious and political beliefs. a True b False QuestionID: 11-2-05 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: a. True 6. Regina's self-concept is future oriented. Knowing this, we can guess that Regina is likely in elementary school. a True b False QuestionID: 11-2-06 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: b. False 7. As children grow, their self-concepts become richer and more abstract. a True b False

QuestionID: 11-2-07 Page-Reference: 328-329 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.2.2. How does self-concept become more elaborate as children grow? Answer: a. True 8. The self-absorption that marks the teenage search for identity is referred to as adolescent egocentrism. a True b False QuestionID: 11-2-08 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 9. Adolescents' belief that others are constantly watching their behaviour is called the personal fable. a True b False QuestionID: 11-2-09 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 10. Adolescents' belief that their experiences and feelings are unique is called the illusion of vulnerability. a True b False QuestionID: 11-2-10 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 11. Marissa is 16 years old. She believes that texting while driving isn't a big deal because all of her friends do it and that she's unlikely to get in an accident as she's very good at texting. This adolescent

belief is known as the illusion of invulnerability. a True b False QuestionID: 11-2-11 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 12. According to Marcia, during the moratorium status, individuals are overwhelmed by the task of achieving an identity and are doing little to achieve one. a True b False QuestionID: 11-2-12 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 13. According to Marcia, during the achievement status individuals have explored alternatives and have deliberately chosen a specific identity. a True b False QuestionID: 11-2-13 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 14. Achievement and moratorium statuses are more common in young adolescents. a True b False QuestionID: 11-2-14 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual

Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 15. Achievement status is attained for all aspects of identity at the same time. a True b False QuestionID: 11-2-15 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 16. Marcia's four phases of identity achievement occur in a specific sequence. a True b False QuestionID: 11-2-16 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 17. Children of parents who encourage discussion and recognize their children's autonomy are more likely to have children who reach the achievement status. a True b False QuestionID: 11-2-17 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 18. Parents, peers, the broader social context, and personality factors all contribute to an adolescent achieve identity. a True b False

QuestionID: 11-2-18 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 19. In the first phase of achieving an ethnic identity, adolescents begin to explore the personal impact of their ethnic heritage. a True b False QuestionID: 11-2-19 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 20. Adolescents are more likely to achieve an ethnic identity when their parents encourage them to explore alternatives rather than pressuring them to adopt a particular identity. a True b False QuestionID: 11-2-20 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 21. Research shows that adolescents do not benefit from a strong ethnic identity. a True b False QuestionID: 11-2-21 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False

22. Acculturation is the process of integrating into and adopting the customs of a different culture. a True b False QuestionID: 11-2-22 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 23. The healthiest model of society is when society allows for both acculturation and maintenance of ethnic identity. a True b False QuestionID: 11-2-23 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 24. Enculturation is the term which refers to the degree to which a person is integrated into a particular culture. a True b False QuestionID: 11-2-24 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 25. As noted by Fleming and Ledogar in their review of Indigenous spirituality and adoption of cultural practices by Indigenous youth: "Enculturation refers to the degree of integration within a culture." a True b False QuestionID: 11-2-25 Page-Reference: 329-337 Topic: Who Am I? Self-Concept

Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 26. Anticultural is the term associated with the ability to integrate aspects of both the traditional and the mainstream cultures. a True b False QuestionID: 11-2-26 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 27. Research supports the idea that adolescence is a time of storm and stress. a True b False QuestionID: 11-2-27 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 28. As teens become more independent, their relationships with their parents become more egalitarian. a True b False QuestionID: 11-2-28 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 29. When parents rely on punitive discipline, adolescents often resort to negative attributions that can lead to depression. a True b False

QuestionID: 11-2-29 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: a. True 30. Psychotherapy doesn't appear to be effective with depressed adolescents. a True b False QuestionID: 11-2-30 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity? Answer: b. False 31. Self-esteem refers to a person's judgments and feelings about his or her own self-worth. a True b False QuestionID: 11-2-31 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: a. True 32. Self-esteem refers to the attitudes, behaviours, and values that a person believes make them a unique individual. a True b False QuestionID: 11-2-32 Page-Reference: 337-339 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop? Answer: b. False

33. The first step in the development of self-concept is the child's awareness that he or she exists independently of others. a True b False QuestionID: 11-2-33 Page-Reference: 337-339 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: a. True 34. Social competence is one of four specialized areas of self-esteem that stand out in the elementaryschool years. a True b False QuestionID: 11-2-34 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: a. True 35. Self-concepts become less differentiated during adolescence. a True b False QuestionID: 11-2-35 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: b. False 36. In general, self-esteem is highest during adolescence. a True b False QuestionID: 11-2-36 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual

Objective: 11.2.1. How does self-esteem change as children develop? Answer: b. False 37. During the elementary school years, self-esteem drops as children begin to compare themselves to their peers. a True b False QuestionID: 11-2-37 Page-Reference: 337-339 Topic: Self-Esteem Skill: Factual Objective: 11.2.1. How does self-esteem change as children develop? Answer: a. True 38. Taking pride in belonging to a distinct social and cultural group may raise an adolescent's self-worth. a True b False QuestionID: 11-2-38 Page-Reference: 339-340 Topic: Self-Esteem Skill: Factual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: a. True 39. Children are more likely to view themselves positively when their parents are affectionate with them. a True b False QuestionID: 11-2-39 Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: a. True 40. Family harmony is not related to self-esteem. a True b False QuestionID: 11-2-40

Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: b. False 41. High self-esteem in children is related to parents who set rules and are willing to discuss rules and discipline with their children. a True b False QuestionID: 11-2-41 Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: a. True 42. Children's self-worth depends on being valued regardless of actual competence. a True b False QuestionID: 11-2-42 Page-Reference: 340-342 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: b. False 43. Praising a child by saying "You must have worked hard at these problems" leads to better outcomes than saying "You must be smart at these problems". a True b False QuestionID: 11-2-43 Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: a. True 44. General praise for ability can lead the child to choose easy options or to not try hard for fear of

failure. Praise that focuses on effort encourages the child to try hard, even if the task seems difficult. This type of praise fosters what is called a "growth mindset," where mindset refers to a set of beliefs and attitudes toward challenges. a True b False QuestionID: 11-2-44 Page-Reference: 340-342 Topic: Self-Esteem Skill: Factual Objective: 11.2.3. What factors influence the development of self-esteem? Answer: a. True 45. Children with low self-esteem are more likely to suffer from psychological disorders such as depression. a True b False QuestionID: 11-2-45 Page-Reference: 342-343 Topic: Self-Esteem Skill: Factual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: a. True 46. Children with low self-esteem are more likely to be involved in bullying. a True b False QuestionID: 11-2-46 Page-Reference: 342-343 Topic: Self-Esteem Skill: Factual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: a. True 47. Narcissistic children are less prone to aggression. a True b False QuestionID: 11-2-47 Page-Reference: 342-343 Topic: Self-Esteem

Skill: Factual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: b. False 48. As children develop, their descriptions of others become richer, more abstract, and more psychological. a True b False QuestionID: 11-2-48 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: a. True 49. By five years of age, children use the information in their descriptions of others to predict others' future behaviour. a True b False QuestionID: 11-2-49 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: a. True 50. In Selman's social-informational stage of perspective-taking, children know that self and others often have different thoughts and feelings, but often confuse the two. a True b False QuestionID: 11-2-50 Page-Reference: 344-345 Topic: Understanding Others Skill: Factual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: b. False 51. In Selman's third-person stage of perspective-taking, children can step out of the immediate situation and see how they and another person are viewed by a third person.

a True b False QuestionID: 11-2-51 Page-Reference: 345-347 Topic: Understanding Others Skill: Others Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: a. True 52. Recursive thinking emerges at about 10 years of age. a True b False QuestionID: 11-2-52 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: b. False 53. Preschool and kindergarten children are more likely to attribute negative traits to their own group and attribute positive traits to other groups. a True b False QuestionID: 11-2-53 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: b. False 54. Prejudice lessens as children learn that social groups are heterogeneous. a True b False QuestionID: 11-2-54 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others?

Answer: a. True 55. Prejudice lessens as children get older and hits a low in adolescence. a True b False QuestionID: 11-2-55 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: b. False 56. Encouraging contact between children from different groups is sufficient to reduce prejudice. a True b False QuestionID: 11-2-56 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: b. False 57. Prejudice decreases when children role play being the victims of prejudice. a True b False QuestionID: 11-2-57 Page-Reference: 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others? Answer: a. True Chapter 11 Essay Questions 1. Briefly describe how preschoolers, school-aged children, and adolescents are likely to describe themselves. QuestionID: 11-3-01 Page-Reference: 328-337 Topic: Who Am I? Self-Concept

Skill: Conceptual Objective: 11.2.2. How does self-concept become more elaborate as children grow?, 11.3.3. How do adolescents achieve an identity? Answer: A good answer will include the following key points: - Preschoolers are likely to describe themselves in terms of possessions, physical characteristics, preferences, and competencies - School-aged children are likely to describe themselves in terms of emotions, social groups, and comparisons with peers - Adolescents are likely to describe themselves in terms of attitudes and personality traits. Their beliefs are future-oriented and vary with the setting. They also begin to make religious and political beliefs part of their self-concept. 2. Explain what is meant by the imaginary audience, the personal fable, and the illusion of invulnerability. Give an example of each. QuestionID: 11-3-02 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.3.3. How do adolescents achieve an identity? Answer: A good answer will be similar to the following: - The imaginary audience is the feeling of many adolescents that they are, in effect, an actor whose performance is watched constantly by their peers. For example, a teenager who got a haircut she didn't like might insist on staying home from school, because she thinks all the kids at school will stare at her funny haircut and make fun of her. - The personal fable refers to teenagers' tendency to believe that their experiences and feelings are unique, that no one has ever felt or thought as they do. For example, a teenager whose parents didn't allow him to attend a concert with his friends might think his parents are being so unreasonable because they could never understand what it feels like to have to miss out on something all your friends are doing. - The illusion of invulnerability refers to the common tendency of teenagers to believe that misfortune only happens to others. This might explain the tendency of teenagers to engage in risky behaviours such as driving too fast or having unprotected sex, because they don't think the possible negative consequences of these acts will happen to them. 3. Your friends think there is something wrong with their 16-year-old son. One week he says that he wants to be a rock star and the next he says that he wants to be a pediatrician. Your friends don't think that a normal adolescent can change identities so rapidly. Based on what you know about achieving an identity in adolescence, what can you tell your friends to make them feel better? QuestionID: 11-3-03 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity?

Answer: A good answer will be similar to the following: During early adolescence, most teens either have no identity (diffusion status) or have chosen an identity that is based on advice from adults (foreclosure status). As teens progress through adolescence they begin to "try-on" different identities to see how each one fits (moratorium status). These different identities may be as diverse as rock star and pediatrician. Eventually, during later adolescence or early adulthood, after trying many different identities, one finds an identity that "fits" (achievement status). In other words, you friends' son is acting like other teens his age and he probably won't settle on an identity for a few years yet. 4. Describe Marcia's four identity statuses. QuestionID: 11-3-04 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.3.3. How do adolescents achieve an identity? Answer: A good answer will be similar to the following: - Diffusion: Individuals in this status are confused or overwhelmed by the task of achieving an identity and are doing little to achieve one. - Foreclosure: Individuals in this status have an identity determined largely by adults, rather than from personal exploration of alternatives. - Moratorium: Individuals in this status are still examining different alternatives and have yet to find a satisfactory identity. - Achievement: Individuals in this status have explored alternatives and have deliberately chosen a specific identity. 5. Define ethnic identity and describe the three phases that individuals typically go through in attaining ethnic identity. Do adolescents benefit from a strong ethnic identity? QuestionID: 11-3-05 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A good answer will include the following key points: - Ethnic identity is when people feel a part of their ethnic group and learn the special customs and traditions of their group's culture and heritage. They identify with their ethnic group. * In the first phase of achieving an ethnic identity, adolescents have not examined their ethnic roots. Ethnic identity is not yet an important personal issue. * In the second phase, adolescents begin to explore the personal impact of their ethnic heritage. They may be curious and questioning about their ethnic group and how it is different from other ethnic groups. They may go to cultural festivals and learn cultural traditions. * In the third phase, individuals achieve a distinct ethnic self-concept. - Adolescents benefit from a strong ethnic identity – they tend to have higher self-esteem and find their

interactions with family and friends more satisfying. - Adolescents with a strong ethnic identity also tend to be happier and worry less and are less affected by discrimination. 6. Discuss acculturation and the research by John W. Berry. QuestionID: 11-3-06 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A good answer will be similar to the following: - Acculturation is the process of integrating into and adopting the customs of a different culture. - John W. Berry examined the ways in which immigrant youth between 13 and 18 years adapted, and how well they dealt with adaptation. - Four "acculturation profiles" were found, from most to least well integrated; along with two forms of adaptation, psychological and sociocultural. - Those most acculturated were also the best adapted both psychologically and socioculturally. - Berry et al. (2006) advised that, while acculturation was helpful, immigrant youth should not lose their heritage - Integration should be encouraged, but immigrants should maintain their own culture as well. 7. Define self-esteem. Read the section regarding the structure of self-esteem. Name and describe the four domains for this structure. How is overall self-worth related to self-worth in the specialized areas here? QuestionID: 11-3-07 Page-Reference: 337-339 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop? Answer: A good answer will be similar to the following: - Self-esteem refers to a person's judgment and feelings about their own worth. - Scholastic competence: How competent or smart the child feels in doing schoolwork - Athletic competence: How competent the child feels at sports and games requiring physical skill or athletic ability. - Social competence: How competent the child feels in relationships with parents and peers. - Physical appearance: How good-looking the child feels and how much the child likes his or her physical characteristics, such as height, weight, face, and hair. - Children's overall self-worth is usually not simply the average of their self-worth in specific domains. Selfesteem in some domains contributes more than others. 8. Describe the developmental changes in self-esteem that occur over the preschool, elementary, junior high, and high school years.

QuestionID: 11-3-08 Page-Reference: 337-339 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop? Answer: A good answer will be similar to the following: Most preschoolers have very positive views of themselves. During preschool years, self-esteem is at its highest level. During the elementary-school years, self-esteem usually drops somewhat. This drop may be due to the fact that at this age children begin to compare themselves to their peers and discover that other children do some things better than they do. During the late elementary school years, self-esteem usually stabilizes and neither increases nor decreases. When children make the transitions to high school, there is often a drop in self-esteem as children compare themselves to a new peer group. This drop is usually temporary and as children enter middle and late adolescence, self-esteem frequently increases. 9. Your friends are the parents of a 13-year-old adolescent. They have told you that they are dreading the teen years because adolescence is a time of storm and stress and they aren't sure that they can handle all of the storm and stress that their son will be going through in the next few years. What can you tell them about the facts behind the idea of adolescence as a time of storm and stress? QuestionID: 11-3-09 Page-Reference: 339-340 Topic: Who Am I? Self-Concept Skill: Applied Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A good answer will be similar to the following: The idea of adolescence as a time of storm and stress has been vastly overstated. Most adolescents report that they love and admire their parents, rely upon their parents for advice, embrace many of their parents' values, feel loved by their parents, are usually happy, and do not try to avoid their homes. However, during the teen years parents must adjust to their children's growing sense of autonomy. This increased autonomy may lead to arguments about styles of dress, personal tastes, and freedom from parental rules. Adolescence is a challenging time but, in most cases, it is not a time of great storm and stress. 10. Discuss briefly variations in self-esteem associated with ethnicity and culture. QuestionID: 11-3-10 Page-Reference: 339-340 Topic: Self-Esteem Skill: Conceptual Objective: 11.2.2. How does self-esteem vary depending on ethnicity and culture? Answer: A good answer will be similar to the following: - Developmental changes in structure and average levels of self-esteem are not universal; ethnicity and culture influence these developmental trends. - Although the research is in the US (and not Canada), the findings regarding ethnicity and self-esteem are very

interesting. - Compared to European American children, African American and Hispanic American children have lower self-esteem during most of the elementary school years. - However, in adolescence, the gap narrows for Hispanic Americans and actually reverses for African American adolescents, who actually have greater self-esteem than their European American peers. - Reasons for these findings not fully understood but possibly because of ethnic identity – beginning in early adolescence, many African American and Hispanic American teens take pride in belonging to a distinct social and cultural group. - Asian American children have greater self-esteem than European-American children during the elementary school years, but less self-esteem during middle school and high school. - Reason for the finding regarding Asian American children – Asian cultures emphasize modesty and as the children grow older, they start to internalize this. Also, Asian adolescents are also more likely to admit their weaknesses. 11. Your friends Frank and Kathie have a young son, Jessie. Frank and Kathie hope that Jessie will grow up feeling good about himself. They are wondering if there is anything that they can do that will increase the chances that Jessie will have high levels of self-esteem. What can you tell Frank and Kathie about the factors that influence self-esteem? QuestionID: 11-3-11 Page-Reference: 340-342 Topic: Self-Esteem Skill: Applied Objective: 11.2.3. What factors influence the development of self-esteem? Answer: A good answer will be similar to the following: Many aspects of parenting are related to children's self-esteem. Children have higher levels of self-esteem when their parents are affectionate with them, are involved with them, set rules for them, and discuss rules and discipline with them. Children have higher self-esteem when families live in harmony. Also, a nurturing school environment enhances self-esteem. Teachers (and parents) should be cautious as to the kind of praise that they give to children. Adults may think that praise aids self-esteem, but constant praise, such as being told "you're great" or "you're so smart," can cause a decrease in self-worth and performance. General praise for ability can lead the child to choose easy options or to not try hard for fear of failure. Praise that focuses on effort encourages the child to try hard, even if the task seems difficult. Finally, children value the opinions of peers. Self-worth is greater when children and adolescents believe that their peers think highly of them In summary, Frank and Kathie can contribute to Jessie's self-esteem by practising the type of parenting that is associated with high self-esteem, by choosing a school that provides a nurturing environment, and by encouraging relationships with supportive peers. 12. Suzanne and Da love their children and want them to feel good about themselves and to be successful. They make a point of telling their children that they are smart and that they are great at every opportunity they get. What advice would you give Suzanne and Dea? QuestionID: 11-3-12 Page-Reference: 340-342 Topic: Self-Esteem

Skill: Application Objective: 11.2.3. What factors influence the development of self-esteem? Answer: A good answer will be similar to the following: General praise for ability can lead the child to view intelligence as "fixed" and to choose easy tasks so that they do not fail. In contrast, changing the praise to refer to the effort the child put into the task "I like how much time you worked on that problem. Good job for trying so hard" leads children to view intelligence as "malleable." This leads to an increase in children's persistence after an apparent setback and also to increased grades. 13. Briefly describe some outcomes associated with low self-esteem. QuestionID: 11-3-13 Page-Reference: 342-343 Topic: Self-Esteem Skill: Conceptual Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: A good answer will include the following key points: - Peer problems - Greater risk for psychological disorders such as depression - More likely to be involved in bullying and aggressive behaviour - More likely to do poorly in school 14. Discuss depression in adolescence. QuestionID: 11-3-14 Page-Reference: 342-343 Topic: Who am I? Self-Concept Skill: Conceputal Objective: 11.4.4. Is children's development affected by low self-esteem? Answer: A good answer will include the following key points: - Depression involves pervasive feelings of sadness and adolescents with depression will often demonstrate irritability, low self-esteem, poor sleep, and the inability to concentrate. - About 5 percent of males and 12 percent of females aged 12 to 19 years have experienced a major depressive episode in Canada. - Depression is often triggered when adolescents experience a serious loss, disappointment, or failure. - Temperament seems to be linked to depression: Children who are less able to regulate their emotions are, as adolescents, more prone to depression. - Another factor is a belief system in which adolescents see themselves in an extremely negative light. - Parents and families can also put an adolescent at risk for depression (e.g., when parents are emotionally distant, uninvolved, contemptuous and cruel; when family life is stressful). - Heredity also plays a role with neurotransmitters often being the underlying mechanism. - Treatment of depression includes medical therapy (e.g., antidepressants) and psychotherapy. - Psychotherapy is often a better choice for treating depressed adolescents.

15. How do children's descriptions of other people change from childhood to adolescence? QuestionID: 11-3-15 Page-Reference: 344-345 Topic: Understanding Others Skill: Conceptual Objective: 11.3.1. As children develop, how do they describe others differently? Answer: A good answer will be similar to the following: Young children describe people in terms of concrete features, such as appearance, possessions, and preferences. By age 10, children move beyond the purely concrete and observable in describing others and they begin to include psychological traits. During adolescence, descriptions become more complex and more abstract. Adolescents focus on psychological traits such as understanding and concern for others' feelings and their descriptions become more integrated and cohesive. 16. Name and briefly describe Selman's five stages of perspective taking. QuestionID: 11-3-16 Page-Reference: 345-347 Topic: Understanding Others Skill: Conceptual Objective: 11.3.2. How does understanding of others' thinking change as children develop? Answer: A good answer will include the following key points: - Undifferentiated Children know that self and others can have different thoughts and feelings but often confuse the two. - Social-informational Children know that perspectives differ because people have access to different information. - Self-reflective Children can step into another's shoes and view themselves as others do; they know that others can do the same. - Third person Children and adolescents can step outside of the immediate situation to see how they and another person are viewed by a third person. - Societal Adolescents realize that a third person's perspective is influenced by broader personal, social, and cultural contexts. 17. Recently your friends' eight-year-old daughter has made prejudiced comments about members of other racial groups. Your friends don't find this behaviour acceptable and they want to reduce their daughter's prejudice. What advice can you give your friends? QuestionID: 11-3-17 Page-Reference: 347-351 Topic: Understanding Others Skill: Applied Objective: 11.3.3. When do children develop prejudice toward others? Answer: A good answer will be similar to the following:

Prejudice is a negative view of others based on their membership in a specific group. Prejudice is often high in preschool and kindergarten children who attribute positive traits to members of their own group and negative traits to members of other groups. Prejudice usually declines during the elementary-school years as children begin to understand that people in social groups are heterogeneous. However, prejudice might increase as children reach adolescence. One way of reducing prejudice is to encourage friendly and constructive contacts between children from different groups. For example, a teacher can give an assignment that requires children from different groups to work together toward a common goal. Adults also can have children role play being victims of prejudice and discrimination to increase their awareness and understanding of prejudice. 18. Patterson and Bigler (2006) conducted an interesting study on bias and prejudice using T-shirts in a preschool. Briefly describe the study and the results. QuestionID: 11-3-18 Page-Reference: 347-351 Topic: Understanding Others Skill: Conceptual Objective: 11.3.3. When do children develop prejudice toward others? Answer: A good answer will be similar to the following: Children in two classrooms were divided into two groups. One group wore red T-shirts each day, the other group wore blue T-shirts. However, in one classroom the teacher made a point of talking about the two groups. E.g., she would say "Hello Reds, Hello Blues" and she had a line where they entered the class separately. At the end of the study the children in the class that made colour an important feature tended to play with the kids in their own group more, they thought that a new child would want to join their group, etc. The children in the control group (who just wore the T-shirts) did not develop these perceptions.

Chapter 12: Moral Understanding and Behaviour Chapter 12 Multiple-Choice Questions 1. ________ is the ability to rise above immediate pressures and not give in to impulse. A) Empathy B) Moral relativism C) Moral realism D) Self-control QuestionID: 12-1-01 Page-Reference: 355-356 Topic: Self-Control Skill: Conceptual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: D) Self-control 2. Heather really wanted to eat a piece of candy, but her mother had told her not to eat anything before dinner so she didn't. Heather's ability to resist the temptation to eat the candy shows A) moral realism. B) moral relativism. C) empathy. D) self-control. QuestionID: 12-1-02 Page-Reference: 355-356 Topic: Self-Control Skill: Applied Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: D) self-control. 3. The beginnings of self-control occur when children A) internalize some of the external controls placed on them. B) become capable of self-regulation. C) realize that other people impose demands on them and expect them to react accordingly. D) can delay gratification. QuestionID: 12-1-03 Page-Reference: 355-356 Topic: Self-Control Skill: Conceptual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: C) realize that other people impose demands on them and expect them to react accordingly.

4. At about ________ year(s) of age, children first become aware that people impose demands on them and that they are not entirely free to behave as they wish. A) one B) two C) three D) four QuestionID: 12-1-04 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: A) one 5. At about ________ months of age, children have internalized some control and are capable of some control in their parents' absence. A) 6 B) 12 C) 24 D) 48 QuestionID: 12-1-05 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: C) 24 6. At about ________ of age children first become capable of self-regulation. A) one year B) three years C) five years D) eight years QuestionID: 12-1-06 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: B) three years 7. In a study by Rotenberg and Meyer (1990), children completed a task and then could receive a small

reward immediately or wait one day for a much larger reward. Not until ________ years of age did most children wait to receive the larger reward. A) 4 to 5 B) 6 to 8 C) 9 to 11 D) 12 to 15 QuestionID: 12-1-07 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: D) 12 to 15 8. The ability to delay gratification at four years of age is positively related to ________ during adolescence. A) distractibility when trying to concentrate B) a tendency to go to pieces under stress C) the likeliness to yield to temptation D) SAT scores QuestionID: 12-1-08 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: D) SAT scores 9. According to research, which of the following best describes self-control? A) stable over time B) variable from task to task C) few individual differences D) little long-term consistency QuestionID: 12-1-09 Page-Reference: 355-356 Topic: Self-Control Skill: Conceptual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: A) stable over time 10. Which of the following statements is TRUE regarding the relation of parenting and self-control? A) Children with very strict parents have higher levels of self-control.

B) Children whose parents do not encourage independence have greater self-control. C) Children whose parents encourage them to make their own decisions have more self-control. D) Children whose parents "overcontrol" them have higher levels of self-esteem. QuestionID: 12-1-10 Page-Reference: 356-357 Topic: Self-Control Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: C) Children whose parents encourage them to make their own decisions have more self-control. 11. Who is likely to have the LEAST self-control? A) Ray, whose parents encourage him to be independent B) Mark, whose parents don't have a set after-school routine for him to follow C) Peter, whose parents are very strict D) John, whose parents have relinquished their control over him QuestionID: 12-1-11 Page-Reference: 356-357 Topic: Self-Control Skill: Applied Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: C) Peter, whose parents are very strict 12. A parental discipline style called _________________ induces the child to reason, to think for him or herself about the situation. A) inductive reasoning B) disciplinary control C) deductive reasoning D) authoritative control QuestionID: 12-1-12 Page-Reference: 356-357 Topic: Self-Control Skill: Applied Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: A) inductive reasoning 13. In the study by Chen et al. (2003), who was more likely to be willingly compliant and less likely to protest? A) Chinese toddlers B) Canadian toddlers C) Chinese adults

D) Canadian adults QuestionID: 12-1-13 Page-Reference: 356-357 Topic: Self-Control Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: A) Chinese toddlers 14. It's a cold and snowy day, and it's tempting to skip class for the day to avoid going out in the weather. What could you do to make it easier to resist that temptation? A) Tell yourself that if you skip class just this once, you'll be less likely to do it on other days. B) Think of all the fun outdoor activities like cross-country skiing and sledding that you could do in the snow. C) Remind yourself that it'll be a lot easier to get an "A" in your class if you go to class every day. D) Think about how nice it would be to curl up with your textbook and a cup of hot chocolate at home. QuestionID: 12-1-14 Page-Reference: 357-358 Topic: Self-Control Skill: Applied Objective: 12.1.3. What strategies can children use to improve their self-control? Answer: C) Remind yourself that it'll be a lot easier to get an "A" in your class if you go to class every day. 15. Children who are most likely to resist temptation A) frequently look at the tempting object. B) remind themselves of rules against touching the tempting object. C) do not try to divert attention from the object of temptation. D) do not have a concrete way of handling the temptation. QuestionID: 12-1-15 Page-Reference: 357-358 Topic: Self-Control Skill: Factual Objective: 12.1.3. What strategies can children use to improve their self-control? Answer: B) remind themselves of rules against touching the tempting object. 16. Which of the following would be the LEAST effective plan for resisting temptation? A) Remind yourself about the attraction of the tempting event. B) Remind yourself to avoid looking at the tempting object. C) Remind yourself of the rules against touching a tempting object. D) Try to distract yourself by taking part in activities not related to the tempting object.

QuestionID: 12-1-16 Page-Reference: 357-358 Topic: Self-Control Skill: Conceptual Objective: 12.1.3. What strategies can children use to improve their self-control? Answer: A) Remind yourself about the attraction of the tempting event. 17. You and your spouse want to make it more likely that your preschool child develops self-control. After reading about self-control in your textbook, you tell your spouse, A) "We need to be very strict with Junior." B) "We need to do what we can to help Junior develop a concrete plan for resisting temptations." C) "We need to talk to Junior about temptations and explain to him why they are so attractive." D) "We're worrying about this a little early. Children can't develop self-control until they're at least elementary school-age." QuestionID: 12-1-17 Page-Reference: 357-358 Topic: Self-Control Skill: Applied Objective: 12.1.3. What strategies can children use to improve their self-control? Answer: B) "We need to do what we can to help Junior develop a concrete plan for resisting temptations." 18. According to Piaget's theory of moral development, five- to seven-year-old children are in a stage called ________, in which they believe that rules are created by wise adults, and, therefore, must be followed and cannot be changed. A) moral relativism B) moral realism C) the preconventional level D) the conventional level QuestionID: 12-1-18 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: B) moral realism 19. Which of the following is characteristic of moral realism? A) a belief in immanent justice B) postconventional level reasoning C) understanding that rules are created by people to help them get along D) making moral decisions based on personal, moral principles

QuestionID: 12-1-19 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: A) a belief in immanent justice 20. The belief that breaking a rule always leads to punishment is referred to as A) moral relativism. B) postconventional reasoning. C) conventional reasoning. D) immanent justice. QuestionID: 12-1-20 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: D) immanent justice. 21. Before school, Ben stole some cookies from the cookie jar. During recess that day, someone threw his favourite ball onto the school roof. Ben thinking that losing his ball is his punishment for stealing is an example of A) social system morality. B) moral relativism. C) immanent justice. D) conventional reasoning. QuestionID: 12-1-21 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: C) immanent justice. 22. Piaget's stage of ________ is characterized by an understanding that rules are created by people to help them get along. A) immanent justice B) moral relativism C) moral realism D) preconventional reasoning QuestionID: 12-1-22

Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: B) moral relativism 23. Juanita and her friends have set some rules for a playground game. Juanita realizes that these rules will reduce arguments and can be changed if needed. Juanita is showing A) immanent justice. B) conventional reasoning. C) moral realism. D) moral relativism. QuestionID: 12-1-23 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: D) moral relativism. 24. Sergei is in Piaget's stage of moral relativism. He is likely to A) think that breaking a rule always leads to punishment. B) believe that rules must be followed and cannot be changed. C) believe that adult authority is absolute. D) understand that rules are created by people to help them get along. QuestionID: 12-1-24 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: D) understand that rules are created by people to help them get along. 25. At about age eight to 10, children progress to the stage of moral relativism. These children are now considered to have A) autonomous morality. B) heteronomous morality. C) immanent justice. D) postconventional morality. QuestionID: 12-1-25 Page-Reference: 358-360 Topic: Reasoning About Moral Issues

Skill: conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: A) autonomous morality. 26. Which of the following aspects of Piaget's theory of moral development has NOT been supported by research? A) The idea that moral reasoning progresses through a sequence of stages. B) The idea that moral reasoning is related to cognitive development. C) The idea that moral reasoning is influenced by interactions with peers. D) The idea that young children consider adult authority to be final and absolute. QuestionID: 12-1-26 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: D) The idea that young children consider adult authority to be final and absolute. 27. In a research study, Dr. Evanshen has children respond to the Heinz dilemma. What is she studying? A) self-control B) prosocial behaviour C) altruism D) moral reasoning QuestionID: 12-1-27 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: D) moral reasoning 28. A child who judges whether an act is good in terms of the physical consequences of reward and punishment is reasoning at which of Kohlberg's levels? A) preconventional level B) conventional level C) postconventional level D) empathic level QuestionID: 12-1-28 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning?

Answer: A) preconventional level 29. Mohamed decided that hugging his grandmother was a good thing to do, because every time he did, she gave him a piece of candy. Mohamed is in Kohlberg's ________ level of moral reasoning. A) unconventional B) conventional C) postconventional D) preconventional QuestionID: 12-1-29 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: D) preconventional 30. A child who reasons at the preconventional level would help another person because A) she might get a reward for helping. B) she is afraid that others would disapprove of her if she didn't help. C) helping is a good behaviour that is valued by society. D) she has a moral principle of responsibility for others. QuestionID: 12-1-30 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) she might get a reward for helping. 31. Hans' mother told him that it is wrong to lie, so Hans thinks people shouldn't lie because then they won't get punished. Hans is in Kohlberg's stage called A) interpersonal norms. B) instrumental orientation. C) obedience orientation. D) social contract orientation. QuestionID: 12-1-31 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) obedience orientation.

32. Which comment would you expect to hear from Gina, who is in Kohlberg's instrumental orientation stage? A) "I'm going to give money to the poor because that's what good people do." B) "Sometimes I really hate not being able to run in the hallway, but I know it's important for everyone's safety that students obey school rules." C) "If you let me play with your toy, I'll let you play with my toy." D) "Even though you're supposed to be at school by 8:00, sometimes being late to school is justified, like when you're late because you stopped to help a friend who got hurt on the way to school." QuestionID: 12-1-32 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) "If you let me play with your toy, I'll let you play with my toy." 33. Moral decision-making based on social norms is characteristic of which of Kohlberg's levels of moral reasoning? A) preconventional level B) conventional level C) postconventional level D) empathic level QuestionID: 12-1-33 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: B) conventional level 34. Who is in Kohlberg's conventional level of moral reasoning? A) Juanita, whose moral reasoning is based on a personal moral code B) Kelly, whose moral reasoning is based on looking out for her own needs C) Ivan, whose moral reasoning is based on avoidance of punishment D) Linda, whose moral reasoning is based on the approval of other people QuestionID: 12-1-34 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: D) Linda, whose moral reasoning is based on the approval of other people

35. Adolescents and adults believe that they should act according to others' expectations when they are in Kohlberg's ________ stage of moral reasoning. A) instrumental orientation B) social contract orientation C) social system morality D) interpersonal norms QuestionID: 12-1-35 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: D) interpersonal norms 36. Rebecca responded to the Heinz dilemma by saying "Heinz shouldn't steal the drug because stealing is against the law and our society has to outlaw theft in order to be a good place to live." Rebecca is in Kohlberg's ________ stage of moral reasoning. A) interpersonal norms B) universal ethical principles C) social system morality D) instrumental orientation QuestionID: 12-1-36 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) social system morality 37. At which level of Kohlberg's moral reasoning is reasoning governed by personal, moral principles? A) preconventional level B) conventional level C) postconventional level D) empathic level QuestionID: 12-1-37 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) postconventional level

38. At Kohlberg's postconventional level, moral reasoning is based on A) social norms. B) obedience to authority. C) personal moral principles. D) rewards and punishments. QuestionID: 12-1-38 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) personal moral principles. 39. Individuals who believe that laws become invalid when they no longer benefit individuals have a(n) ________ orientation according to Kohlberg. A) social contract B) obedience C) instrumental D) interpersonal norms QuestionID: 12-1-39 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) social contract 40. Lonnie believes that preservation of life takes precedence over all other rights. Lonnie is in Kohlberg's ________ stage of moral reasoning. A) social contract orientation B) universal ethical principles C) social system morality D) instrumental orientation QuestionID: 12-1-40 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: B) universal ethical principles 41. Which of the following statements concerning Kohlberg's theory of moral reasoning is TRUE? A) The stages occur in an invariant sequence.

B) Higher levels of moral reasoning are sometimes found among individuals of all ages. C) Most adults' moral reasoning is at the postconventional level. D) The level of moral reasoning is unrelated to the level of cognitive development. QuestionID: 12-1-41 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) The stages occur in an invariant sequence. 42. Studies measuring individuals' level of moral reasoning at different ages have found that A) many individuals skipped at least one of Kohlberg's stages. B) it was common for individuals to revert to lower levels of reasoning. C) most individuals progress to the highest levels of reasoning. D) adults' moral reasoning is commonly at stages 3 or 4. QuestionID: 12-1-42 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: D) adults' moral reasoning is commonly at stages 3 or 4. 43. Research on Kohlberg's theory of moral reasoning suggests that A) his theory describes people in all cultures equally well. B) moral reasoning is related to moral behaviour. C) many individuals skip stages in his theory. D) moral reasoning does not change with age. QuestionID: 12-1-43 Page-Reference: 30-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: B) moral reasoning is related to moral behaviour. 44. A controversial element of Kohlberg's theory is his claim that A) there are universal, absolute standards of right and wrong. B) his theory is an outgrowth of Piagetian principles. C) the stages of his theory are differentiated by the reasoning that underlies the decision. D) moral reasoning becomes more sophisticated with development.

QuestionID: 12-1-44 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) there are universal, absolute standards of right and wrong. 45. Individuals who are reared with traditional Hindu beliefs A) base their moral reasoning on principles of individual rights and justice. B) do not differ in their moral reasoning from those who are reared with Judeo-Christian beliefs. C) base their moral reasoning on principles of duty and responsibility to others. D) support Kohlberg's claim that the bases of moral reasoning are universal. QuestionID: 12-1-45 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) base their moral reasoning on principles of duty and responsibility to others. 46. Critics of Kohlberg's theory have noted that not all cultures have the same emphasis on ________ that is found in traditional North American culture and in Kohlberg's theory. A) individual rights and justice B) duty and responsibility to others C) care-based morality D) the Hindu religion QuestionID: 12-1-46 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) individual rights and justice 47. Abstract principles like justice, compassion, and equality are most relevant to which of Kohlberg's proposed morality stages? A) universal ethical principles B) social contract orientation C) social system morality D) interpersonal norms QuestionID: 12-1-47 Page-Reference: 360-363

Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A) universal ethical principles 48. More recent research has been moving beyond Kohlberg's theory to what has been called by Jeremy Frimer and Lawrence Walker of the University of British Columbia "a new paradigm of ____________"; what is likely is that future, more integrated theories will combine Kohlberg's concepts with other aspects of moral motivation and moral personality. A) cognitive deprivation B) authority coding C) moral personhood D) conventional order QuestionID: 12-1-48 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: C) moral personhood 49. Which of the following does Carol Gilligan believe forms the basis of moral reasoning in women? A) justice B) care and concern for others C) the need to find rewards and avoid guilt D) the need to mature QuestionID: 12-1-49 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: B) care and concern for others 50. Carol Gilligan has argued that Kohlberg's theory of moral reasoning puts too much emphasis on ________ and not enough emphasis on ________. A) justice; caring B) caring; justice C) cognition; behaviour D) behaviour; cognition QuestionID: 12-1-50 Page-Reference: 363-365

Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A) justice; caring 51. Gilligan criticized Kohlberg's theory for A) having stages of moral reasoning. B) applying more to men than to women. C) claiming that moral reasoning becomes more sophisticated with age. D) overemphasizing the role of care-based moral reasoning. QuestionID: 12-1-51 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: B) applying more to men than to women. 52. Like Kohlberg, Gilligan believes that moral reasoning A) is the same for men and women. B) is based on justice and individual rights. C) includes preconventional, conventional, and postconventional levels. D) becomes qualitatively more sophisticated as individuals develop. QuestionID: 12-1-52 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: D) becomes qualitatively more sophisticated as individuals develop. 53. Dianne's unusual preference for peanut-butter-and-sardine sandwiches falls into the realm of A) moral relativism. B) moral rules. C) social conventions. D) the personal domain. QuestionID: 12-1-53 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues?

Answer: D) the personal domain. 54. Arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions within a group are called A) personal domains. B) group domains. C) social conventions. D) differentiated domains. QuestionID: 12-1-54 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: C) social conventions. 55. Which of the following questions is most likely to result in different answers depending on the culture of the children answering the question? A) When is it acceptable to lie? B) Should decisions in the personal domain be left to the individual child or to adults? C) Is morality an issue for you? D) Is it ok to hurt other people? QuestionID: 12-1-55 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A) When is it acceptable to lie? 56. According to research, how does the moral reasoning of males and females compare? A) Males think about moral issues in terms of justice, while females think about moral issues in terms of caring for others. B) Males emphasize interpersonal relations when using moral reasoning, whereas females are more likely to consider justice. C) Male moral reasoning tends to be more advanced than female moral reasoning. D) Males and females do not differ markedly in the bases of their moral reasoning. QuestionID: 12-1-56 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues?

Answer: D) Males and females do not differ markedly in the bases of their moral reasoning. 57. Social conventions A) are arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions. B) are usually meant to hurt people. C) do not emerge until adulthood. D) are the same as moral transgressions. QuestionID: 12-1-57 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A) are arbitrary standards of behaviour agreed to by a cultural group to facilitate interactions. 58. Which of the following would be a violation of a moral rule? A) stealing from someone B) using your fingers to eat instead of silverware C) not paying attention at school D) calling your teacher by his first name QuestionID: 12-1-58 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A) stealing from someone 59. Colin committed murder. Courtney failed to send thank-you notes for gifts. What kind of transgressions did Colin and Courtney commit? A) Colin and Courtney both violated moral rules. B) Colin and Courtney both violated social conventions. C) Colin violated a moral rule, but Courtney violated a social convention. D) Colin violated a social convention, but Courtney violated a moral rule. QuestionID: 12-1-59 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Applied Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: C) Colin violated a moral rule, but Courtney violated a social convention. 60. The ________ pertains to choices concerning one's body and choices of friends or activities .

A) social convention B) personal domain C) stages of moral reasoning D) immanent justice QuestionID: 12-1-60 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: B) personal domain 61. By _____________, most children distinguish moral transgression from social conventions. A) preschool age B) age six C) age 10 D) age 16 QuestionID: 12-1-61 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A) preschool age 62. Caring for others is greatly emphasized in A) Kohlberg's theory of moral reasoning. B) Piaget's approach to moral reasoning. C) Gilligan's approach to moral development. D) all theories of moral reasoning. QuestionID: 12-1-62 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: C) Gilligan's approach to moral development. 63. Some have argued that there is an evolutionary basis to moral judgements. What is the gist of the argument? A) A sense of morality evolved to allow early humans to survive the aggression that existed at the time. B) A sense of morality evolved to allow early humans to know when to punish others. C) A sense of morality evolved to allow early humans to live together in groups.

D) A sense of morality evolved to allow only the strong early humans to survive. QuestionID: 12-1-63 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: C) A sense of morality evolved to allow early humans to live together in groups. 64. Moral ______ is when group members whose behaviour undermines the group are punished. A) goodness B) retribution C) evaluation D) consequence QuestionID: 12-1-64 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: B) retribution 65. Research by Lawrence Walker and his colleagues has shown that youth who are considered to be "moral exemplars" A) are inspired to action by a general sense of duty. B) are typically average in terms of their moral development. C) show a specific personality pattern that includes caring and willingness to moral action. D) differ from other youth mainly in their intelligence level. QuestionID: 12-1-65 Page-Reference: 366-368 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.4. How can youth be encouraged to reason at more advanced levels? Answer: C) show a specific personality pattern that includes caring and willingness to moral action. 66. Actions that benefit others are called ________ behaviours. A) hedonistic B) perspective-taking C) empathic D) prosocial QuestionID: 12-1-66

Page-Reference: 368-369 Topic: Helping Others Skill: Conceptual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: D) prosocial 67. Actions that help others with no direct benefit to the individual are known as A) empathy. B) prosocial. C) role-taking. D) altruism. QuestionID: 12-1-67 Page-Reference: 368-369 Topic: Helping Others Skill: Conceptual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: D) altruism. 68. When Chanlina heard about an impoverished family not having money to buy food, she decided to donate her allowance to the family, even though she would not get anything in return. Chanlina's behaviour is BEST described as A) cooperative behaviour. B) prosocial behaviour. C) altruism. D) empathy. QuestionID: 12-1-68 Page-Reference: 368-369 Topic: Helping Others Skill: Applied Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: C) altruism. 69. Simple acts of altruism can be seen as early as ________ of age. A) 18 months B) 3 years C) 6 years D) 10 years

QuestionID: 12-1-69 Page-Reference: 368-369 Topic: Helping Others Skill: Factual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: A) 18 months 70. Preschoolers A) are incapable of altruistic behaviour. B) show limited altruistic behaviour because they don't always know what they can do to help others. C) show limited altruistic behaviour because even though they usually know what they could do to help, they do not usually want to help other people. D) typically show adult-like levels of altruistic behaviour. QuestionID: 12-1-70 Page-Reference: 368-369 Topic: Helping Others Skill: Factual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: B) show limited altruistic behaviour because they don't always know what they can do to help others. 71. ______________'s focus is water security and access to clean water for Indigenous communities and others. A) Greta Thunberg B) Autumn Peltier C) Craig Kielburger D) Lawrence Walker QuestionID: 12-1-71 Page-Reference: 368-369 Topic: Helping Others Skill: Factual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: B) Autumn Peltier 72. When Julianne saw her mother scurrying to get everything ready for dinner, she said, "Mom, you have so many things to do, what can I do to help?" Julianne's ability to see that her mother's task was burdensome is best described as an example of A) prosocial behaviour. B) perspective-taking.

C) empathy. D) moral reasoning. QuestionID: 12-1-72 Page-Reference: 369-370 Topic: Helping Others Skill: Applied Objective: 12.2.2. What skills do children need to behave prosocially? Answer: B) perspective-taking. 73. The ability to experience the feelings of another person is called A) role-taking. B) egocentrism. C) altruism. D) empathy. QuestionID: 12-1-73 Page-Reference: 369-370 Topic: Helping Others Skill: Conceptual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: D) empathy. 74. When Aylin watched a movie in which a baby elephant's mother died, she cried because she could feel the baby elephant's loneliness and sorrow. Aylin displayed A) prosocial behaviour. B) altruism. C) Self-control. D) empathy. QuestionID: 12-1-74 Page-Reference: 369-370 Topic: Helping Others Skill: Applied Objective: 12.2.2. What skills do children need to behave prosocially? Answer: D) empathy. 75. The ability to understand another's emotions is called A) prosocial empathy. B) affective empathy C) empathy D) cognitive empathy.

QuestionID: 12-1-75 Page-Reference: 369-370 Topic: Helping Others Skill: Applied Objective: 12.2.2. What skills do children need to behave prosocially? Answer: D) cognitive empathy. 76. The ability to really feel the other person's emotion is called A) prosocial empathy. B) affective empathy C) empathy D) cognitive empathy. QuestionID: 12-1-76 Page-Reference: 369-370 Topic: Helping Others Skill: Applied Objective: 12.2.2. What skills do children need to behave prosocially? Answer: B) affective empathy 77. The overall findings from many studies were that bullying was ________ associated with empathy, particularly _________ empathy. In other words, bullies failed to "feel for" their victims. A) positively; perspective B) negatively; cognitive C) positively; moral D) negatively; affective QuestionID: 12-1-77 Page-Reference: 369-370 Topic: Helping Others Skill: Applied Objective: 12.2.2. What skills do children need to behave prosocially? Answer: D) negatively; affective 78. Which child would be most likely to engage in prosocial behaviour? A) A child with high levels of perspective-taking. B) A child who uses rewards and punishments as the basis for moral judgments. C) A child who has low levels of empathy. D) A child with high levels of egocentrism. QuestionID: 12-1-78 Page-Reference: 370-371 Topic: Helping Others

Skill: Applied Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: A) A child with high levels of perspective-taking. 79. A new student in school enters the cafeteria looking lonely and scared. Who is most likely to help the new student adjust to school by showing her how to get her lunch and sitting with her? A) Allie, who knows her from church B) Sara, who isn't familiar with the cafeteria routine because she usually eats at home C) Janelle, who was punished by the teacher earlier in the day D) Elin, who won't be able to talk to her friends if she sits with the new student QuestionID: 12-1-79 Page-Reference: 370-371 Topic: Helping Others Skill: Applied Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: A) Allie, who knows her from church 80. Who is more likely to stop and help someone in need of first aid? A) Jermaine, who doesn't know the person in distress B) Shanica, who is happy because she just got an A on her test C) Johan, who recognizes that he knows nothing about first aid D) Allie, who will miss her bus if she stops to help QuestionID: 12-1-80 Page-Reference: 370-371 Topic: Helping Others Skill: Applied Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: B) Shanica, who is happy because she just got an A on her test 81. One likely path of genetic influence in helping behaviour involves ________, a hormone that influences many social behaviours (e.g., nurturance, empathy, affiliation, and cooperation). A) oxytocin B) testosterone C) estrogen D) adrenaline QuestionID: 12-1-81 Page-Reference: 371-372 Topic: Helping Others Skill: Conceptual Objective: 12.2.4. How does heredity contribute to children's prosocial behaviour?

Answer: A) oxytocin 82. Parents who use which of the following disciplinary practices are most likely to have children who exhibit more altruistic behaviour? A) physical punishment B) reasoning C) time out D) rewarding good behaviour QuestionID: 12-1-82 Page-Reference: 372-373 Topic: Helping Others Skill: Factual Objective: 12.2.5. How can parents encourage their children to act prosocially? Answer: B) reasoning 83. Studies link children's prosocial behaviour to several parental behaviours. Which of the following factors is associated with the LEAST amount of prosocial behaviour in children? A) Parents who use physical punishment rather than reasoning to discipline their children. B) Parents who frequently report feelings of warmth and concern for others. C) Parents who are responsive and helpful to their children. D) Parents who praise their children for acting prosocially. QuestionID: 12-1-83 Page-Reference: 372-373 Topic: Helping Others Skill: Factual Objective: 12.2.5. How can parents encourage their children to act prosocially? Answer: A) Parents who use physical punishment rather than reasoning to discipline their children. 84. ________ is behaviour that is meant to harm others. A) Assertiveness B) Aggression C) Hedonism D) Altruism QuestionID: 12-1-84 Page-Reference: 374-375 Topic: Aggression Skill: Conceptual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood?

Answer: B) Aggression 85. Billy often teases and picks fights with other children. Billy is showing A) assertiveness. B) moral relativism. C) hedonism. D) aggression. QuestionID: 12-1-85 Page-Reference: 374-375 Topic: Aggression Skill: Applied Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: D) aggression. 86. Assertive behaviour differs from aggressive behaviour in A) that assertive behaviour is carried out without regard for the rights of others. B) that assertive behaviour is carried out while respecting the rights of others. C) that aggressive behaviour is physical while assertive behaviour is verbal. D) no significant ways. QuestionID: 12-1-86 Page-Reference: 374-375 Topic: Aggression Skill: Conceptual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: B) that assertive behaviour is carried out while respecting the rights of others. 87. Tie is playing hockey and aggressively hits another player against the boards so that he can get the puck and try to score a goal. This is best an example of A) hostile aggression. B) instrumental aggression. C) reactive aggression. D) relational aggression. QuestionID: 12-1-87 Page-Reference: 374-375 Topic: Aggression Skill: Applied Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood?

Answer: B) instrumental aggression. 88. Research suggests that children who are highly aggressive A) are equally likely to be boys or girls. B) are more likely than less aggressive children to commit criminal offenses when they get older. C) are likely to remain aggressive but are no more likely than less aggressive children to commit criminal offenses when they get older. D) are simply being playful and are likely to outgrow their aggressiveness as they get older. QuestionID: 12-1-88 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: B) are more likely than less aggressive children to commit criminal offenses when they get older. 89. Parental use of ________ is associated with high levels of aggressive behaviour in children. A) reasoning B) time out C) physical punishment D) positive reinforcement QuestionID: 12-1-89 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: C) physical punishment 90. Physically punishing children for aggressive behaviour A) has a long-term effect on suppressing aggression. B) has no immediate effect on suppressing aggression. C) serves as a model and illustrates that punishment "works" as a means of controlling others. D) has both immediate and long-term effects on suppressing aggression. QuestionID: 12-1-90 Page-Reference: 375-383 Topic: Aggression Skill: Conceptual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: C) serves as a model and illustrates that punishment "works" as a means of controlling others.

91. William is an aggressive child. Kaji is not an aggressive child. Which of the following would you expect to find? A) Kaji and William are equally likely to respond to neutral behaviour with aggression. B) When engaged in an aggressive exchange, William is more likely than Kaji to break it off. C) William is more likely than Kaji to be accused of misbehaviours, even when he is behaving appropriately. D) Kaji is more likely than William to be punished. QuestionID: 12-1-91 Page-Reference: 375-383 Topic: Aggression Skill: Applied Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: C) William is more likely than Kaji to be accused of misbehaviours, even when he is behaving appropriately. 92. According to Crick and Dodge's information-processing model of aggressive children's thinking, A) aggressive and nonaggressive children do not differ in their processing of social information. B) aggressive children are less likely to attend to information that signals non-hostile motives. C) aggressive and nonaggressive children both know the appropriate responses, but aggressive children choose to act aggressively. D) aggressive children are more skilled at interpreting others' behaviour. QuestionID: 12-1-92 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: B) aggressive children are less likely to attend to information that signals non-hostile motives. 93. Chip, an aggressive child, is walking down a sidewalk when someone bumps into him. How is Chip most likely to interpret the situation? A) Chip is likely to assume the bump was an accident. B) Chip is likely to feel like it was his fault someone bumped into him because he wasn't watching where he was going. C) Chip is likely to assume there was hostile intent behind the bump. D) Chip is likely to not notice the bump and go on his way. QuestionID: 12-1-93 Page-Reference: 375-383 Topic: Aggression Skill: Applied Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression?

Answer: C) Chip is likely to assume there was hostile intent behind the bump. 94. Indigenous families may experience higher levels of inter-familial violence, but often this arises as a result of situational issues. The repercussions of ___________ can be the underlying causes of social issues such as poverty and housing problems, which in turn can lead to aggression and violence. A) winter storms B) colonization C) nutrition D) television shows QuestionID: 12-1-94 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: B) colonization 95. Electronic bullying in which victims are harassed via cell phones or the internet is called A) convergence B) activation C) cyberbullying. D) morose planning QuestionID: 12-1-95 Page-Reference: 383-385 Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression? Answer: C) cyberbullying. 96. According to your textbook, recent figures from Statistics Canada are that 19 percent, or about one in five, youth aged 15 to 19 report being the victim of cyberbullying, and girls are much more likely to be the victims, with ___ percent of girls being attacked in this way and 14 percent of boys. A) 26 B) 15 C) 52 D) 21 QuestionID: 12-1-96 Page-Reference: 383-385 Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression?

Answer: A) 26 97. Which of the following is true of victims of bullying? A) Boys are more likely than girls to become long-term victims. B) Once the bullying stops, so do the psychological consequences of the bullying on the victim. C) The harmful effects of bullying may linger when the bullying itself is long over. D) All victims of bullying are passive. QuestionID: 12-1-97 Page-Reference: 383-385 Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression? Answer: C) The harmful effects of bullying may linger when the bullying itself is long over. Chapter 12 True-False Questions 1. Self-control is the ability to control one's behaviour and to inhibit impulsive responding to temptations. a True b False QuestionID: 12-2-01 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: a. True 2. Around the first birthday, infants become aware of the fact that others impose demands on them and they must react accordingly. a True b False QuestionID: 12-2-02 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: a. True 3. Children are not capable of self-regulation until about five years of age. a True b False

QuestionID: 12-2-03 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: b. False 4. By 12 to 15 years of age, nearly all adolescents will wait a day for a large reward rather than receive a smaller reward immediately. a True b False QuestionID: 12-2-04 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: a. True 5. Most children show no consistency across different tasks that measure self-control. a True b False QuestionID: 12-2-05 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: b. False 6. Children who showed greater self-control as preschoolers were more attentive, had higher SAT scores, and were less likely to experiment with drugs and alcohol as adolescents. a True b False QuestionID: 12-2-06 Page-Reference: 355-356 Topic: Self-Control Skill: Factual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: a. True

7. Self-control is improved when parent-child interactions loving and warm but establish well-defined limits on what behaviour is acceptable. a True b False QuestionID: 12-2-07 Page-Reference: 356-357 Topic: Self-Control Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: a. True 8. Children with very strict parents show more self-control than other children. a True b False QuestionID: 12-2-08 Page-Reference: 356-357 Topic: Self-Control Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: b. False 9. Some children are temperamentally better suited to maintaining self-control and regulating their behaviour. a True b False QuestionID: 12-2-09 Page-Reference: 356-357 Topic: Self-Control Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: a. True 10. Canadian toddlers have been found to show more self-control than Chinese toddlers. a True b False QuestionID: 12-2-10 Page-Reference: 356-357 Topic: Self-Control

Skill: Factual Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: b. False 11. Children who develop concrete ways of resisting temptation (e.g., singing, reminding oneself of the rules, etc.) are more likely to be successful at resisting temptation. a True b False QuestionID: 12-2-11 Page-Reference: 357-358 Topic: Self-Control Skill: Factual Objective: 12.1.3. What strategies can children use to improve their self-control? Answer: a. True 12. A child's belief that rules are created by wise adults and they must be followed and cannot be changed is called moral relativism. a True b False QuestionID: 12-2-12 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: b. False 13. A child's belief that breaking a rule always leads to punishment is called immanent justice. a True b False QuestionID: 12-2-13 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: a. True 14. Preschoolers believe that adults' authority is limited. a True b False

QuestionID: 12-2-14 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: a. True 15. A person in Kohlberg's preconventional level of moral reasoning stresses the need for conformity to the existing social norms. a True b False QuestionID: 12-2-15 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: b. False 16. A person who reasons at Kohlberg's conventional level would emphasize personal moral principles. a True b False QuestionID: 12-2-16 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: b. False 17. Kohlberg analyzed children's adolescents', and adults' responses to a large number of moral dilemmas and identified three levels of moral reasoning, each divided into two stages. a True b False QuestionID: 12-2-17 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: a. True

18. In the earliest of Kohlberg's stages, moral reasoning is based on a personal, internal moral code and is unaffected by others' views or society's expectations. a True b False QuestionID: 12-2-18 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: b. False 19. Results from longitudinal studies support Kohlberg's invariant sequence of stages. a True b False QuestionID: 12-2-19 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: a. True 20. Research has shown that moral reasoning is not related to moral behaviour. a True b False QuestionID: 12-2-20 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: b. False 21. Moral reasoning does not reflect one's culture. a True b False QuestionID: 12-2-21 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual

Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: b. False 22. More recent research has been moving beyond Kohlberg's theory to what has been called by Jeremy Frimer and Lawrence Walker of the University of British Columbia "a new paradigm of moral personhood." What is likely is that future, more integrated theories will combine Kohlberg's concepts with other aspects of moral motivation and moral personality. a True b False QuestionID: 12-2-22 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: a. True 23. Carol Gilligan believes that moral reasoning becomes more sophisticated but that care and responsibility is the basis for moral reasoning, especially for women. a True b False QuestionID: 12-2-23 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: a. True 24. Research has shown that both men and women use caring for others and justice as bases for moral reasoning. a True b False QuestionID: 12-2-24 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: a. True 25. In the personal domain, decisions are considered to be "right" or "wrong."

a True b False QuestionID: 12-2-25 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: b. False 26. The domains of morality, social convention, and personal autonomy are seen only in certain cultures. a True b False QuestionID: 12-2-26 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: b. False 27. Research on domains of social judgment show that by three years of age, children understand moral rules are special—they can't be changed, and they apply broadly. a True b False QuestionID: 12-2-27 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: a. True 28. According to the evolutionary account of moral judgment, an innate moral sense would include three essential components: 1) moral goodness; 2) moral conventions; and 3) moral domains. a True b False QuestionID: 12-2-28 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues?

Answer: b. False 29. Adolescents who are more involved in religion have greater concern for others and place more emphasis on helping them. a True b False QuestionID: 12-2-29 Page-Reference: 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: a. True 30. Moral discussions with individuals who reason at higher levels usually improve the reasoning of those who reason at lower levels. a True b False QuestionID: 12-2-30 Page-Reference: 366-368 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.4. How can youth be encouraged to reason at more advanced levels? Answer: a. True 31. Simple acts of altruism do not appear until children enter school. a True b False QuestionID: 12-2-31 Page-Reference: 368-369 Topic: Helping Others Skill: Factual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: b. False 32. Greta Thunberg has followed a path of activism, staging "school strikes" for climate to raise environmental awareness and speaking at the United Nations in 2018 and at a climate demonstration in Vancouver in 2019. a True

b False QuestionID: 12-2-32 Page-Reference: 368-369 Topic: Helping Others Skill: Factual Objective: 12.2.1. At what age do children begin to act prosocially? How does prosocial behaviour change with age? Answer: a. True 33. Children with greater perspective-taking skills are more likely to act prosocially. a True b False QuestionID: 12-2-33 Page-Reference: 369-370 Topic: Helping Others Skill: Factual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: a. True 34. The ability to understand another's emotions is called cognitive empathy. a True b False QuestionID: 12-2-34 Page-Reference: 369-370 Topic: Helping Others Skill: Factual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: a. True 35. The ability to really feel the other person's emotion is called cognitive empathy. a True b False QuestionID: 12-2-35 Page-Reference: 369-370 Topic: Helping Others Skill: Factual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: b. False

36. The overall findings from many studies were that bullying was negatively associated with empathy, particularly affective empathy. In other words, bullies failed to "feel for" their victims. a True b False QuestionID: 12-2-36 Page-Reference: 369-370 Topic: Helping Others Skill: Factual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: a. True 37. Children are more likely to act altruistically when they do not feel responsible for the person in need. a True b False QuestionID: 12-2-37 Page-Reference: 370-371 Topic: Helping Others Skill: Factual Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: b. False 38. Children are more likely to act altruistically when they feel they have the skills that are needed to help others. a True b False QuestionID: 12-2-38 Page-Reference: 370-371 Topic: Helping Others Skill: Factual Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: a. True 39. Children are more likely to act altruistically when they are in a happy mood. a True b False QuestionID: 12-2-39 Page-Reference: 370-371 Topic: Helping Others

Skill: Factual Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: a. True 40. Children are more likely to act altruistically when it entails few or modest sacrifices. a True b False QuestionID: 12-2-40 Page-Reference: 370-371 Topic: Helping Others Skill: Factual Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: a. True 41. Some researchers believe that children inherit oxytocin-promoting genes that facilitate prosocial behaviour. a True b False QuestionID: 12-2-41 Page-Reference: 371-372 Topic: Helping Others Skill: Factual Objective: 12.2.4. How does heredity contribute to children's prosocial behaviour? Answer: a. True 42. Genes may affect prosocial behaviour directly, by their influence on temperament. a True b False QuestionID: 12-2-42 Page-Reference: 371-372 Topic: Helping Others Skill: Factual Objective: 12.2.4. How does heredity contribute to children's prosocial behaviour? Answer: b. False 43. Repeated exposure to reasoning during discipline seems to promote prosocial behaviour in children. a True b False

QuestionID: 12-2-43 Page-Reference: 372-373 Topic: Helping Others Skill: Factual Objective: 12.2.5. How can parents encourage their children to act prosocially? Answer: a. True 44. One of the biggest obstacles to prosocial behaviour is aggression. a True b False QuestionID: 12-2-44 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: a. True 45. Aggression is behaviour that is meant to harm others. a True b False QuestionID: 12-2-45 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: a. True 46. Aggressive behaviours and assertive behaviours are the same thing. a True b False QuestionID: 12-2-46 Page-Reference: 374=375 Topic: Aggression Skill: Conceptual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: b. False

47. Pushing another child for no apparent reason is an example of reactive aggression. a True b False QuestionID: 12-2-47 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: b. False 48. Hostile aggression emerges later than instrumental aggression. a True b False QuestionID: 12-2-48 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: a. True 49. Relational aggression is more common in girls than boys. a True b False QuestionID: 12-2-49 Page-Reference: 374-375 Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: a. True 50. Teacher ratings of aggression in 10-year-olds are related to adult criminal behaviour. a True b False QuestionID: 12-2-50 Page-Reference: 374-375

Topic: Aggression Skill: Factual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: a. True 51. All research points to the fact that aggression itself is inherited. a True b False QuestionID: 12-2-51 Page-Reference: 375-383 Topic: Helping Others Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: b. False 52. Children are more likely to be aggressive if their parents use physical punishment with them. a True b False QuestionID: 12-2-52 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: a. True 53. Children are more likely to be aggressive when parents are coercive and emotionally uninvested in them. a True b False QuestionID: 12-2-53 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: a. True 54. Parental monitoring does not seem to be related to children's aggression. a True

b False QuestionID: 12-2-54 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: b. False 55. Playing violent video games leads to aggressive and violent behaviour in much the same way that watching violent TV does. a True b False QuestionID: 12-2-55 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: a. True 56. Aggressive and antisocial behaviour is less common among people living in poverty. a True b False QuestionID: 12-2-56 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: b. False 57. Aggressive children are as skilled as other children in interpreting other people's intentions. a True b False QuestionID: 12-2-57 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: b. False

58. Aggressive children cannot be trained to interpret others' intentions correctly. a True b False QuestionID: 12-2-58 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: b. False 59. Indigenous families may experience higher levels of inter-familial violence, but often this arises as a result of situational issues. The repercussions of colonization can be the underlying causes of social issues such as poverty and housing problems, which in turn can lead to aggression and violence. a True b False QuestionID: 12-2-59 Page-Reference: 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: a. True 60. In North America and Europe, around 10 to 25 percent of elementary-school children and adolescents are chronic victims of physical attacks, name calling, backstabbing, and similar aggressive acts. a True b False QuestionID: 12-2-60 Page-Reference: 383-385 Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression? Answer: a. True 61. Victims of aggression are less tolerant of personal attacks when their self-esteem increases. a True b False QuestionID: 12-2-61 Page-Reference: 383-385

Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression? Answer: a. True 62. According to your textbook, recent figures from Statistics Canada are that 19 percent, or about one in five, youth aged 15 to 19 report being the victim of cyberbullying, and girls are much more likely to be the victims, with 26 percent of girls being attacked in this way and 14 percent of boys. a True b False QuestionID: 12-2-62 Page-Reference: 383-385 Topic: Aggression Skill: Factual Objective: 12.4.3. Why are some children victims of aggression? Answer: a. True Chapter 12 Essay Questions 1. It has been proposed that self-control emerges in infancy and gradually improves during the preschool years. Discuss briefly the development of self-control between one and three years of age. QuestionID: 12-3-01 Page-Reference: 355-356 Topic: Self-Control Skill: Conceptual Objective: 12.1.1. When does self-control begin, and how does it change as children develop? Answer: A good answer will include the following key points: - At one year of age, infants become aware that people impose demands on them and they must react accordingly. - At two years of age, toddlers have internalized some of the controls imposed by others and are capable of some self-control in their parents' absence. - At three years of age, children become capable of self-regulation. 2. Lyndon is an eight-year-old boy who wants to have everything now! He seems unable to wait for anything. For example, although his parents have encouraged him to save a small portion of his weekly allowance, Lyndon invariably spends all of it, usually on the day that he receives it. How might his parents encourage Lyndon to exercise self-control and delay gratification? QuestionID: 12-3-02 Page-Reference: 356-357 Topic: Self-Control

Skill: Applied Objective: 12.1.2. What factors influence children's ability to maintain self-control? Answer: A good answer will be similar to the following: First, Lyndon's parents might want to examine their own behaviour. Are they overly strict and controlling with Lyndon or do they establish well-defined limits on what behaviour is acceptable in a warm and loving way? Children of parents who are very strict and controlling do not internalize self-control, while children of nurturing parents who set clear guidelines for behaviour show greater self-control. Second, do Lyndon's parents engage in monologues in which they simply assert their power? If so, they should change their behaviour and engage in dialogues filled with suggestions and negotiations. Third, during the waiting period while Lyndon is delaying gratification, they can help Lyndon wait by providing distractions and by helping him find ways not to think about the things that he wants to buy. 3. Explain what Piaget meant by moral realism, immanent justice, and moral relativism. QuestionID: 12-3-03 Page-Reference: 358-360 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.1. How does reasoning about moral issues change during childhood and adolescence? Answer: A good answer will include the following key points: - Moral realism is a stage that children are in from about five to seven years of age. During this stage, they believe that rules are created by wise adults, and therefore, must be followed and cannot be changed. - Immanent justice is a characteristic of thought during the moral realism stage. It is a belief that breaking a rule always leads to punishment. - Moral relativism is a stage that children reach at about eight years of age. This stage is characterized by an understanding that rules are created by people to help them get along. 4. Name and briefly explain Kohlberg's three levels of moral reasoning making sure to identify and describe each of the stages under each level. QuestionID: 12-3-04 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A good answer will include the following key points: - Preconventional level—Moral reasoning is controlled almost solely by obedience to authority and by rewards and punishment. * Stage 1—Obedience orientation: a person in this stage does what people in authority say to avoid being punished * Stage 2—Instrumental orientation: a person in this stage looks out for his/her own needs and acts morally in order to receive rewards - Conventional level—Moral decision-making is based on social norm; what is expected by others.

* Stage 3—Interpersonal norms: a person in this stage acts according to others' expectations to win the approval of others * Stage 4—Social systems morality: a person in this stage believes that laws exist to maintain order within society and to promote the good of all people - Preconventional level—Moral decisions are based on personal, moral principles * Stage 5—Social contract orientation: a person in this stage believes in a social contract, a common set of laws and expectations that benefit all people and that can be changed when they no longer promote the welfare of individuals * Stage 6—Universal ethical principles: a person in this stage believes in abstract principles like justice, compassion, and equality and acts in accordance with those principles even when they conflict with society's expectations 5. Name and briefly explain Kohlberg's three levels of moral reasoning. QuestionID: 12-3-05 Page-Reference: 360-363 Topic: Reasoning About Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A good answer will include the following key points: - Preconventional level—Moral reasoning is controlled almost solely by obedience to authority and by rewards and punishment. - Conventional level—Moral decision-making is based on social norms; what is expected by others. - Preconventional level—Moral decisions are based on personal, moral principles. 6. Critique Kohlberg's theory. QuestionID: 12-3-06 Page-Reference: 360-363 Topic: Reasoning about Moral Issues Skill: Conceptual Objective: 12.2.2. How do concern for justice and caring for other people contribute to moral reasoning? Answer: A good answer will include the following key points: Support for theory: - There exists support for the idea that older thinkers are more advanced in their moral development. - Longitudinal studies show that individuals progress through each stage in sequence, and virtually no individuals skip stages, just as Kohlberg proposed. - Longitudinal studies also show that, over time, individuals become more advanced in their level of moral reasoning or remain at the same level. - Further support comes from research on the link between moral reasoning and moral behaviour – less advanced moral reasoning reflects the influence of external forces such as rewards and social norms, whereas more advanced reasoning is based on a personal moral code. Weaknesses: - Moral reasoning is not as consistent as would be expected from the theory.

- Kohlberg claimed that his sequence of stages is universal; it does not appear to be. Moral reasoning might be based on different values in different cultures. 7. Explain and give an example of a "white lie" that might be told by a Chinese child compared to a North American child. QuestionID: 12-3-07 Page-Reference: 363-365 Topic: Reasoning about Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A good answer will be similar to the following: Most elementary children believe that lying is sometimes justified depending on the circumstances. Chinese school children believe that lying is acceptable when it helps the group. North American children believe that lying is justifiable when to prevent an individual's feelings from being hurt. The example given in the text is that if a friend sings poorly, the Chinese person might say "sorry there is no more room in the choir" (protecting the group), whereas the North American child might tell the choir that their friend sings well (protecting the friend). 8. Discuss the idea that there is an evolutionary basis to moral judgments. QuestionID: 12-3-08 Page-Reference: 363-365 Topic: Reasoning about Moral Issues Skill: Conceptual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues? Answer: A good answer will include the following key points: - The gist of the argument is that a sense of morality evolved to allow early humans to live together in groups. - According to this idea, an innate moral sense would include three essential components: 1) moral goodness (feeling concern for others and helping them in time of need); 2) moral evaluation (identifying and disliking group members who do not cooperate); and 3) moral retribution (punishing group members whose behaviour undermines the group). - Consistent with this theory, each of these components has been observed in infants. 9. Describe three skills that underlie prosocial behaviour. QuestionID: 12-3-09 Page-Reference: 369-370 Topic: Helping Others Skill: Conceptual Objective: 12.2.2. What skills do children need to behave prosocially? Answer: A good answer will include the following key points: - Perspective-taking is related to prosocial behaviour. The better that children understand the thoughts and

feelings of other people, the more willing they are to share and help others. - Empathy, the ability to experience another person's emotions, is related to prosocial behaviour. Children who feel another person's fear, disappointment, sorrow, or loneliness are more inclined to help that person than children who do not feel these emotions. - More advanced moral reasoning is associated with an increase in prosocial behaviour. As children mature and begin to make moral decisions on the basis of fairness and justice, they become more prosocial. 10. Discuss situational influences on prosocial behaviour. QuestionID: 12-3-10 Page-Reference: 370-371 Topic: Helping Others Skill: Conceptual Objective: 12.2.3. What situations influence children's prosocial behaviour? Answer: A good answer will include the following key points: - feelings of responsibility: children will act altruistically when they feel responsible for the person in need. - feelings of competence: children act altruistically when they feel that they have the skills necessary to help. - mood: children act altruistically when they are happy or feeling successful but not when they are sad or feeling as if they have failed. - cost of altruism: children act altruistically when it entails few or modest sacrifices. 11. Your friend, Enrique, told you that he would like his young son Joe to grow up to be a nice, helpful person. What can you tell Enrique about parental behaviours that are related to socializing prosocial behaviour? QuestionID: 12-3-11 Page-Reference: 372-373 Topic: Helping Others Skill: Applied Objective: 12.2.5. How can parents encourage their children to act prosocially? Answer: A good answer will be similar to the following: Research has found three parental behaviours that are related to socializing prosocial behaviour in children. First, parents who use reasoning in their disciplinary style tend to have children who are more altruistic. These parents emphasize the consequences for others when their children misbehave. They also emphasize the rights and needs of others. Repeated exposure to reasoning during discipline seems to promote children's ability to take the perspective of other people. Second, parents whose children are more altruistic model altruistic behaviour for their children. Third, children who are routinely given opportunities to behave prosocially, such as setting the table for dinner, are more likely to be helpful spontaneously. So, by using reasoning in discipline, modelling altruistic behaviour, and requiring Joe to help with household chores Enrique will increase the likelihood that Joe will engage in altruistic behaviour. 12. Briefly describe the following types of aggression: instrumental, hostile, reactive, and relational. QuestionID: 12-3-12

Page-Reference: 374-375 Topic: Aggression Skill: Conceptual Objective: 12.4.1. When does aggressive behaviour first emerge? How stable is aggression across childhood, adolescence, and adulthood? Answer: A good answer will include the following key points: - Instrumental aggression—the child uses aggression to achieve an explicit goal - Hostile aggression—unprovoked aggression with the sole goal to humiliate, intimidate, or harass - Reactive aggression—one child's behaviour leads to another child's aggression - Relational aggression—children try to hurt others by undermining their social relationships 13. Discuss biological contributions to aggression. QuestionID: 12-3-13 Page-Reference: 375-383 Topic: Aggression Skill: Conceptual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: A good answer will include the following key points: - biology and heredity to contribute to aggression (as does the environment). - certain genotypes may predispose individuals to antisocial behaviour. - researchers in Quebec found significant effects of genes on aggression (physical aggression). - important to note that the research doesn't tell us that aggression per se is inherited; instead that children inherit factors that place them at risk for aggressive behaviour. - Temperament, for example, seems to be linked to aggressive behaviour. - Hormones are also linked to aggression (e.g., testosterone). - Neurotransmitters also linked to aggression (e.g., some children may have a deficit in neurotransmitters that inhibit aggressive behaviour). - none of these factors CAUSES a child to be aggressive – but instead, they make aggressive behaviour more likely. 14. Your friends are the parents of an aggressive six-year-old son. When their son behaves aggressively, they spank him to punish him for his behaviour. They have not seen any improvement in his behaviour and they have asked you for advice. What can you tell them about parental behaviour that is related to aggression in children? QuestionID: 12-3-14 Page-Reference: 375-383 Topic: Aggression Skill: Applied Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: A good answer will be similar to the following: Your friends should examine their behaviour because parents and siblings play a large role in cultivating

aggressive behaviour in children. First, your friends should stop spanking their son because physical punishment only suppresses aggression in the short-term and it provides the child with a model that aggression does work to control others. Controlling parenting is one of the largest factors in children's aggressive behaviour. Other parental behaviours such as being coercive, unresponsive, emotionally uninvested, showing low-key anger, generating unfair accusations, and demonstrating frequent expressions of irritation at a child's behaviour are related to greater aggression in children. Second, your friends need to determine if they are punishing their son even when he is behaving appropriately. Once parents label a child as aggressive, they are more likely to accuse that child of aggression and punish the child even when he is acting appropriately. Third, your friends should discourage aggression (by punishing it or ignoring it) while encouraging and rewarding other nonaggressive behaviours. 15. Discuss the influence of community and culture on aggression. QuestionID: 12-3-15 Page-Reference: 375-383 Topic: Aggression Skill: Conceptual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: A good answer will include the following key points: - television and video games: most TV programs targeted at children contain acts of physical aggression: there is a link between viewing television/playing aggressive video games and aggressive behaviour - peers: aggressive children tend to befriend other aggressive children; more aggressive behaviour is the result. - failure in school: aggressive children are often uninterested in school and their grades reflect this. Aggressive children's behaviour may interfere with their learning or they may have difficulty learning in school and that makes them act out in an aggressive manner. - poverty: aggressive and antisocial behaviour is more common among children living in poverty than among children who are economically advantaged. - culture of violence: experience to violence fosters aggressive behaviour in children and adolescents. 16. Briefly explain the relationship between failure in school and aggression. QuestionID: 12-3-16 Page-Reference: 378-383 Topic: Aggression Skill: Conceptual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression? Answer: A good answer will be similar to the following: School failure may breed aggressive behaviour and aggressive behaviour in turn leads to school failure. In other words, it may be a vicious circle in which the starting point can be either aggressive behaviour or school failure. 17. Discuss the negative impact of bullying. QuestionID: 12-3-17 Page-Reference: 383-385

Topic: Aggression Skill: Conceptual Objective: 12.4.3. Why are some children victims of aggression? Answer: A good answer will include the following key points: - Children who are chronic victims of aggression are often lonely, anxious, and depressed. - They dislike school and their peers and often have low self-esteem. - Adults who were chronic victims of aggression as children are prone to poor health and unsatisfying social relationships.

Chapter 13: Gender and Development Chapter 13 Multiple-Choice Questions 1. A ________ is a set of cultural guidelines for how a person should behave. A) gender stereotype B) gender schema C) gender label D) social role QuestionID: 13-1-01 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: D) social role 2. Beliefs about how males and females differ in personality traits, interests, and behaviours are referred to as gender A) constancy. B) stereotypes. C) schemas. D) identity. QuestionID: 13-1-02 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: B) stereotypes. 3. According to Bob, all women are emotional and gentle. Bob's beliefs about women A) are atypical for Canadians. B) show that he sees women as possessing many instrumental traits. C) are shared equally by adults worldwide. D) are best described as gender stereotypes. QuestionID: 13-1-03 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: D) are best described as gender stereotypes.

4. Paula has traits that are typically associated with females in Canada. Paula is most likely to be described as A) outspoken. B) not easily influenced. C) emotional. D) self-confident. QuestionID: 13-1-04 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: C) emotional. 5. Who has a trait that is considered characteristically male in North America (and many other parts of the world)? A) Avery, who is excitable B) Pat, who is aggressive C) Chris, who is considerate D) Austen, who is emotional QuestionID: 13-1-05 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: B) Pat, who is aggressive 6. Which of the following is an instrumental trait? A) independence B) emotionality C) kindness D) awareness of others' feelings QuestionID: 13-1-06 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: A) independence 7. Instrumental traits

A) are associated with females. B) include traits such as emotional and creative. C) describe individuals who act on the world and influence it. D) describe individuals who value interpersonal relationships. QuestionID: 13-1-07 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: C) describe individuals who act on the world and influence it. 8. Expressive traits A) describe individuals who value interpersonal relationships. B) describe individuals who act on the world and influence it. C) describe individuals who are independent and aggressive. D) are typically used equally to describe males and females. QuestionID: 13-1-08 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: A) describe individuals who value interpersonal relationships. 9. Which of the following is an expressive trait? A) self-confidence B) mechanical aptitude C) consideration D) dominance QuestionID: 13-1-09 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: C) consideration 10. Traits associated with male stereotypes are called ________ whereas traits associated with female stereotypes are referred to as ________. A) hormonal; androgynous B) androgynous; hormonal C) expressive; instrumental

D) instrumental; expressive QuestionID: 13-1-10 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: D) instrumental; expressive 11. Cross-cultural studies of gender stereotypes have shown that A) gender stereotypes are the same in all countries. B) gender stereotypes are not influenced by one's culture. C) North Americans, especially Americans, have more extreme gender stereotypes than people in other countries. D) North Americans, especially Americans, have less extreme gender stereotypes than people in other countries. QuestionID: 13-1-11 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: C) North Americans, especially Americans, have more extreme gender stereotypes than people in other countries. 12. Who is likely to have the most extreme gender stereotypes? A) Michael, who lives in Canada B) Ibrahim, who lives in Nigeria C) Dayana, who lives in Venezuela D) Nawaz, who lives in Pakistan QuestionID: 13-1-12 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: A) Michael, who lives in Canada 13. Gender stereotypes A) are limiting because people use them to make assumptions about individuals based on their gender that may not be true. B) help people make more accurate inferences about people they don't know very well. C) are based on underlying biological sex differences.

D) are similar in all parts of the world. QuestionID: 13-1-13 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: A) are limiting because people use them to make assumptions about individuals based on their gender that may not be true. 14. Research suggests that, as a typical five-year-old, Minjin most likely A) has not yet begun to form gender stereotypes. B) has extensive knowledge of gender-stereotyped activities. C) believes more traits are stereotypically masculine or feminine than do adults. D) has adult-like knowledge of gender stereotypes. QuestionID: 13-1-14 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: B) has extensive knowledge of gender-stereotyped activities. 15. Most children have acquired extensive knowledge of gender-stereotyped activities by age A) 3 B) 4 C) 1 D) 2 QuestionID: 13-1-15 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: B) 4 16. Children A) have little knowledge of gender stereotypes when they enter elementary school. B) are more likely to ignore stereotypes when judging others as they grow older. C) don't have adult-like knowledge of gender stereotypes until they are teenagers. D) consider gender stereotypes to be more binding than moral rules or social conventions.

QuestionID: 13-1-16 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: B) are more likely to ignore stereotypes when judging others as they grow older. 17. As children get older, they ________ stereotypes when judging other children. A) become more likely to use B) become more willing to ignore C) will almost always use D) will not change in their use of QuestionID: 13-1-17 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: B) become more willing to ignore 18. Eight-year-old Molly and four-year-old Anna were told this story: "Jessie is a five-year-old girl whose best friend is a boy. Jessie likes to play with trucks." They were then asked how much Jessie would like to play with masculine and feminine toys. How would you expect Molly and Anna to reply? A) Molly and Anna are both likely to say that Jessie would like to play with masculine toys. B) Molly and Anna are both likely to say that Jessie would like to play with feminine toys. C) Molly is likely to say that Jessie would like to play with masculine toys, but Anna is likely to say that Jessie would like to play with feminine toys. D) Molly is likely to say that Jessie would like to play with feminine toys, but Anna is likely to say that Jessie would like to play with masculine toys. QuestionID: 13-1-18 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Applied Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: C) Molly is likely to say that Jessie would like to play with masculine toys, but Anna is likely to say that Jessie would like to play with feminine toys. 19. A more recent example of how stereotypes influence views is a meta-analysis of gender stereotypes exhibited by asking children to draw a scientist. Miller et al. looked at more than 50 years of such studies,

mostly from the United States and Canada, and found that stereotyping did appear to have weakened in that time, with more children now drawing female scientists when asked simply to "draw a scientist." Children's depictions went from less than ____ percent showing women as scientists in earlier years to around _____ percent in later studies—even then, this was less than the actual numbers of females in scientific roles. A) 14; 52 B) 17; 6 C) 4; 7 D) 1; 28 QuestionID: 13-1-19 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: D) 1; 28 20. Maccoby and Jacklin (1974) summarized results from research studies on A) gender stereotypes. B) gender differences. C) gender identity. D) the influence of television on gender role development. QuestionID: 13-1-20 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) gender differences. 21. Maccoby and Jacklin (1974) found that gender differences exist in A) verbal ability. B) achievement motivation. C) altruistic behaviour. D) suggestibility to influence. QuestionID: 13-1-21 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?

Answer: A) verbal ability. 22. According to Maccoby and Jacklin (1974), which of the following is an established gender difference? A) Girls are more social than boys. B) Boys have higher self-esteem than girls. C) Girls have less achievement motivation than boys. D) Boys are more aggressive than girls. QuestionID: 13-1-22 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) Boys are more aggressive than girls. 23. Maccoby and Jacklin's conclusions about gender differences have been criticized because they A) included some weak studies in their review. B) based their findings on only a few studies. C) did not examine gender differences in verbal and mathematical ability. D) did not consider the age of children in the studies. QuestionID: 13-1-23 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) included some weak studies in their review. 24. Most developmentalists today believe that gender differences are ________ Maccoby and Jacklin (1974) suggested. A) significantly less extensive than B) slightly less extensive than C) as extensive as D) more extensive than QuestionID: 13-1-24 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?

Answer: D) more extensive than 25. Boys typically A) have better fine-motor coordination than girls. B) are healthier than girls. C) are weaker than girls. D) are more active than girls. QuestionID: 13-1-25 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) are more active than girls. 26. Girls tend to ________ than boys. A) be more active B) be less healthy C) have better fine-motor coordination D) be more likely to have an attention-deficit-hyperactivity disorder QuestionID: 13-1-26 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) have better fine-motor coordination 27. According to Maccoby and Jacklin, girls tend to have greater ________ than boys. A) verbal skill B) visual-spatial skill C) mathematical skill D) verbal and mathematical ability QuestionID: 13-1-27 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?

Answer: A) verbal skill 28. Which of the following best reflects gender differences in verbal ability? A) Only 10 percent of the published studies on gender differences found that females had greater verbal ability. B) Girls tend to be better readers than boys but boys are better writers. C) Boys have more language-related problems than girls. D) The quality of speech production is lower in girls than in boys. QuestionID: 13-1-28 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) Boys have more language-related problems than girls. 29. Your friend wonders why girls always seem to do better than boys in classes like English where reading and writing are important. You tell him that, according to your textbook, one possible explanation for girls' verbal superiority over boys is that A) the right hemisphere in the brain may mature more rapidly in girls than in boys. B) because reading is often stereotyped as an activity for girls, girls may make more effort to master verbal skills like reading. C) girls' mathematical superiority gives them self-confidence that carries over to verbal skills. D) a dominant gene on the X chromosome may promote verbal ability. QuestionID: 13-1-29 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) because reading is often stereotyped as an activity for girls, girls may make more effort to master verbal skills like reading. 30. The ability to imagine how an object will look after it has been moved in space is referred to as A) mathematical ability. B) mental constancy. C) enabling. D) mental rotation. QuestionID: 13-1-30 Page-Reference: 393-403 Topic: Differences Related to Gender

Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) mental rotation. 31. On mental rotation tasks, A) boys' performance surpasses that of girls and this difference is maintained throughout childhood and adolescence. B) girls' performance surpasses that of boys and this difference is maintained throughout childhood and adolescence. C) boys and girls perform similarly until adolescence at which time boys' performance surpasses that of girls. D) boys and girls perform similarly throughout childhood and adolescence. QuestionID: 13-1-31 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) boys' performance surpasses that of girls and this difference is maintained throughout childhood and adolescence. 32. Which of the following is TRUE of the differences between males and females in intellectual ability? A) Females are superior to males in verbal ability only as adults. B) In high school and college, there are negligible differences between males and females on math tests. C) In early elementary school, males are superior to females on standardized math scores. D) At all ages, females are superior to males in spatial ability. QuestionID: 13-1-32 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) In high school and college, there are negligible differences between males and females on math tests. 33. On standardized tests of achievement in mathematics, during the elementary-school years A) boys and girls score equally well. B) boys usually get greater scores than girls. C) girls usually get greater scores than boys. D) sex differences vanish when scores are adjusted for the number of math courses that students have taken.

QuestionID: 13-1-33 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) girls usually get greater scores than boys. 34. In a "Battle of the Sexes" to be held at their high school, the boys are allowed to choose one task and the girls are allowed to choose another. Which task should the boys choose to make it most likely that they will win? A) a math problem B) a spatial task C) a spelling task D) a scrambled word task QuestionID: 13-1-34 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) a spatial task 35. Who has the most accurate opinion about gender differences in math skills? A) Rosie, who thinks that boys usually get better grades than girls in high school math courses. B) Opal, who thinks that in elementary school, girls are better than boys in math achievement. C) Sally, who thinks that girls are better than boys in math skills at all ages. D) Gerald, who thinks that boys are better than girls in all areas of math at all ages. QuestionID: 13-1-35 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) Opal, who thinks that in elementary school, girls are better than boys in math achievement. 36. Research shows that cross-cultural comparisons seem to suggest that "girls will perform at the same level as their male classmates when they are encouraged to ___________, are given the necessary _____________, and have visible female role models excelling in mathematics." A) step down; alternate courses

B) try harder; male tutors C) succeed; educational tools D) take other courses; course outlines QuestionID: 13-1-36 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) succeed; educational tools 37. The tilted waterline question is meant to test ________________;____________ tend to be more accurate. A) spatial ability; girls B) spatial ability; boys C) verbal ability; boys D) verbal ability; girls QuestionID: 13-1-37 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) spatial ability; boys 38. Spatial memory is A) the ability to imagine how an object will look after it has been moved in space B) the same thing as mental rotation. C) the ability to remember the position of objects in the environment. D) a skill in which males excel. QuestionID: 13-1-38 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) the ability to remember the position of objects in the environment. 39. One explanation proposed in your textbook for why girls no longer have lower math scores in high school and college is

A) there have been efforts to encourage girls to pursue mathematics generally and to take more math courses specifically. B) girls are likely to take easier math courses than boys. C) boys have lost confidence in their math skills. D) the left hemisphere of the brain matures more rapidly in girls than in boys. QuestionID: 13-1-39 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) there have been efforts to encourage girls to pursue mathematics generally and to take more math courses specifically. 40. Cross-cultural assessments of gender differences in math have shown that A) almost invariably, boys out-perform girls. B) in the vast majority of countries, there are no gender differences. C) usually, girls out-perform boys. D) gender differences vary a great deal. QuestionID: 13-1-40 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) gender differences vary a great deal. 41. What is true regarding gender differences in memory? A) Boys and men more accurately remember the location of objects than girls and women. B) Boys and men more accurately remember the identity of objects than girls and women. C) Gender-related differences in memory have been documented for many years. D) Gender-related differences in memory may be linked to the fact that the hippocampus is larger in females than it is in males. QuestionID: 13-1-41 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) Gender-related differences in memory may be linked to the fact that the hippocampus is larger in

females than it is in males. 42. The most firmly established gender difference in behaviour is the difference in A) aggression. B) conformity. C) sociability. D) dependence. QuestionID: 13-1-42 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) aggression. 43. Greater aggression in males A) is apparent only in laboratory settings and not in naturalistic settings. B) is found in many nonhuman species. C) is found only in North America. D) does not seem to have a biological basis. QuestionID: 13-1-43 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) is found in many nonhuman species. 44. Joe's aggressive behaviour is A) most likely to be directed toward, Alicia, a girl. B) most likely to be directed toward Adam, a boy. C) equally likely to be directed toward either Alicia or Adam. D) most likely to be directed toward Spot, a member of a nonhuman species. QuestionID: 13-1-44 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) most likely to be directed toward Adam, a boy.

45. Aggressive behaviour has been linked to A) gender constancy. B) estrogens. C) androgyny. D) androgens. QuestionID: 13-1-45 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) androgens. 46. Androgens have been found to be related to gender differences in A) emotional sensitivity. B) social influence. C) verbal ability. D) aggression. QuestionID: 13-1-46 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) aggression. 47. One way in which experience contributes to gender differences in aggression is that A) the media portrays many aggressive males who are rewarded for their behaviour. B) parents are more likely to use physical punishment with daughters than with sons. C) parents are less tolerant of aggressive behaviour in sons than in daughters. D) males are stronger than females. QuestionID: 13-1-47 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) the media portrays many aggressive males who are rewarded for their behaviour.

48. Relational aggression A) is more common in girls than in boys. B) is more common in boys than in girls. C) is equally common in boys and girls. D) is more common in boys at a younger age but in girls at an older age. QuestionID: 13-1-48 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) is more common in girls than in boys. 49. Ellie, a girl, is likely to be ________ than Eddie, a boy. A) more emotionally sensitive B) less easily influenced by others C) more aggressive D) less empathic QuestionID: 13-1-49 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) more emotionally sensitive 50. The prevailing view among developmental psychologists is that gender differences in emotional sensitivity are A) primarily due to experience. B) primarily due to biological differences. C) reflect both nature and nurture. D) nonexistent. QuestionID: 13-1-50 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) reflect both nature and nurture.

51. Your roommate remarks, "Girls seem to be so much better than boys at expressing emotions and understanding how other people feel." You reply, "Yes, research shows that girls are more emotionally sensitive than boys, A) due in part to parents being more 'feeling-oriented' with daughters than with sons." B) even though parents are more likely to talk about emotions with sons than with daughters." C) and parents usually end up spending more time emphasizing the importance of considering others' feelings with sons than with daughters." D) primarily because of hormonal differences between males and females." QuestionID: 13-1-51 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) due in part to parents being more 'feeling-oriented' with daughters than with sons." 52. Which of the following is TRUE? A) Young girls are more likely than young boys to comply with an adult's request. B) Boys and men are influenced more than girls and women by persuasive messages. C) Boys and men are influenced more than girls and women by peer pressure. D) Males tend to value group harmony more than females. QuestionID: 13-1-52 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) Young girls are more likely than young boys to comply with an adult's request. 53. Females may be more easily influenced by others than males are, because females value ________ more than males do. A) independence B) aggression C) perfection D) group harmony QuestionID: 13-1-53 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?

Answer: D) group harmony 54. Jeff and Tanuja are working together on a group project for class. If they are typical for their genders, when they disagree on how to do the project, A) Tanuja is more likely to give in and do it Jeff's way, for the sake of group harmony. B) Tanuja is more likely to give in and do it Jeff's way, because she is less likely to see the flaws. C) Jeff is more likely to give in and do it Julie's way, because he wants her to like him. D) they both are likely to go to the teacher and ask for help with the project. QuestionID: 13-1-54 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) Tanuja is more likely to give in and do it Jeff's way, for the sake of group harmony. 55. Which of the following statements is true about effortful control? A) Girls are more likely to fidget than boys. B) Boys are more skilled at effortful control. C) The average girl is more likely than the average boy to be biologically programmed to have better selfcontrol. D) The environment has no impact on effortful control. QuestionID: 13-1-55 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) The average girl is more likely than the average boy to be biologically programmed to have better self-control. 56. Which of the following statements about gender differences is TRUE? A) Depression is more common in adolescent girls than in boys. B) Males are more easily influenced by others than females. C) Boys get better grades in math. D) Boys are healthier than girls. QuestionID: 13-1-56 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied

Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A) Depression is more common in adolescent girls than in boys. 57. Research suggests that boys ________ than girls. A) are healthier B) have better verbal ability C) have better spatial ability D) are more easily influenced by others QuestionID: 13-1-57 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: C) have better spatial ability 58. If Deanna is a girl and Jerrill is a boy, which of the following statements is most likely to be TRUE? A) Jerrill understands emotions better than Deanna. B) Deanna is more aggressive than Jerrill. C) Deanna is more active than Jerrill. D) Deanna has better verbal ability than Jerrill. QuestionID: 13-1-58 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: D) Deanna has better verbal ability than Jerrill. 59. During adolescence, girls are more likely than boys to report negative events, such as fights with friends, and they report being more upset by these events than boys. Such episodes can lead some teens— especially girls—to be depressed. The _________________ are likely to exacerbate these issues, with disruptions to normal life such as school closures and physical distancing affecting interpersonal relationships. A) people they date B) 2020 coronavirus pandemic times C) types of foods they eat D) amounts of news they watch and read QuestionID: 13-1-59

Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) 2020 coronavirus pandemic times 60. For the traits in which gender differences were reported in your text, A) either all boys were higher than all girls on the trait or all girls were higher than all boys on the trait. B) average differences between boys and girls were quite large, but the differences at the extremes of the distributions were insignificant. C) there was substantial overlap between girls' and boys' abilities. D) the average score for boys was the same as the average score for girls. QuestionID: 13-1-60 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: C) there was substantial overlap between girls' and boys' abilities. 61. For most traits, A) gender differences are quite large. B) the distributions of the traits for males and females do not overlap. C) gender differences are small for group averages but are quite substantial for people at the ends of the distributions. D) gender differences occur for most traits. QuestionID: 13-1-61 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: C) gender differences are small for group averages but are quite substantial for people at the ends of the distributions. 62. Dr. Root finds that males on average are slightly higher than females on Trait A. What is this most likely to mean? A) The boy with the lowest level of Trait A will be higher in Trait A than the girl with the highest level of Trait A. B) The girl with the lowest level of Trait A will be higher in Trait A than the boy with the highest level of Trait A. C) There will be many more boys than girls with very low levels of Trait A.

D) There will be many more boys than girls with very high levels of Trait A. QuestionID: 13-1-62 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: C) There will be many more boys than girls with very high levels of Trait A. 63. Which of the following statements about gender differences is most accurate? A) Girls and boys are different in more ways than they are similar. B) Girls and boys are similar in more ways than they are different. C) Most gender differences are relatively large. D) Small differences in group averages mean there is little overlap between girls and boys. QuestionID: 13-1-63 Page-Reference: 393-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: B) Girls and boys are similar in more ways than they are different. 64. When looking at identity, we can note the difference between ________________, when a newborn is assigned a sex, usually by the attending doctor, on the basis of genital structure, and ___________, the individual's own perception of themself, whether male, female, or something else. A) socializing influences; androgyny B) sex assigned at birth; gender identity C) cross-gender play; cognitive choosing D) gender roles; gender reassignment QuestionID: 13-1-64 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: B) sex assigned at birth; gender identity 65. According to social cognitive theorists, children learn gender roles A) through observation. B) by understanding gender constancy. C) by paying more attention to gender-appropriate experiences and events. D) through prenatal exposure to sex hormones.

QuestionID: 13-1-65 Page-Reference: 405-409 Topic: Gender Identity Skill: Conceptual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) through observation. 66. Tushara believes that children learn gender roles by watching other people and by being rewarded for gender-appropriate behaviour. Tushara's beliefs fit most closely with those of ________ theorists. A) cognitive B) biological C) psychodynamic D) social cognitive QuestionID: 13-1-66 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: D) social cognitive 67. Parents typically A) treat sons and daughters similarly in all ways. B) show more warmth to daughters than to sons. C) encourage sons' achievement but discourage daughters' achievement. D) treat sons and daughters similarly except in areas related to gender roles. QuestionID: 13-1-67 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: D) treat sons and daughters similarly except in areas related to gender roles. 68. Fathers are more likely than mothers to treat sons and daughters A) differently. B) equally. C) warmly. D) according to their individual needs. QuestionID: 13-1-68 Page-Reference: 405-409

Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) differently. 69. Fathers and mothers differ in the socialization of gender in their children because A) mothers are more likely to encourage gender-related play. B) mothers are more likely to treat their children in gender-typed ways. C) fathers are more likely to respond to the individual needs of each child. D) fathers are more likely to push their sons and accept dependence in their daughters. QuestionID: 13-1-69 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: D) fathers are more likely to push their sons and accept dependence in their daughters. 70. If Lacey's parents are typical in how they socialize their children, Lacey is MOST likely to say, A) "My dad pushes my brother to try new things even if he's scared, but he doesn't expect me to." B) "My mom wants my brother to act like a boy and me to act like a girl, but my dad just wants us to be ourselves." C) "My parents encourage my brother to do 'girl' activities and me to do 'boy' activities, because they don't want us to feel restricted by gender stereotypes." D) "My parents treat me exactly the same as they treat my brother." QuestionID: 13-1-70 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) "My dad pushes my brother to try new things even if he's scared, but he doesn't expect me to." 71. Teachers tend to A) value assertive behaviour in both boys and girls. B) praise boys more than girls for their schoolwork. C) scold girls more than boys for disruptive classroom behaviour. D) give more overall attention to girls. QuestionID: 13-1-71 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual

Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: B) praise boys more than girls for their schoolwork. 72. Mrs. Peterson, a typical third grade teacher, is likely to A) be more influential than parents on her students. B) encourage behaviours that are considered masculine for both boys and girls. C) spend more time interacting with boys than with girls. D) spend more time interacting with girls than with boys. QuestionID: 13-1-72 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: C) spend more time interacting with boys than with girls. 73. When looking at identity, we can note the difference between sex assigned at birth, when a newborn is assigned a sex, usually by the attending doctor, on the basis of genital structure, and ______________, the individual's own perception of themself, whether male, female, or something else. A) gender identity B) enabling style C) socializing influences D) congenital adrenal hyperplasia QuestionID: 13-1-73 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) gender identity 74. At about ________ years of age, children start to prefer playing with same-sex peers. A) 2 to 3 B) 4 to 5 C) 7 to 8 D) 10 to 12 QuestionID: 13-1-74 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles?

Answer: A) 2 to 3 75. Preschool children prefer to play with same-sex peers A) only when they have been discouraged from playing with opposite-sex peers. B) but will readily comply when parents encourage them to play with opposite-sex peers. C) spontaneously, without adult pressure. D) except when they are engaged in gender-neutral activities such as playing tag. QuestionID: 13-1-75 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: C) spontaneously, without adult pressure. 76. Children A) are very accepting of cross-gender play. B) choose same-sex playmates because they are pressured to do so by adults. C) resist parents' efforts to get them to play with members of the opposite sex. D) show reluctance to play with members of the opposite sex only in gender-typed play. QuestionID: 13-1-76 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: C) resist parents' efforts to get them to play with members of the opposite sex. 77. Which of the following is correct of boys' and girls' play? A) Boys' play is rougher and more competitive than girls' play. B) Girls tend to be more dominating in their interactions. C) In boys' interactions, actions and remarks tend to support others and to sustain the interaction. D) In girls' interactions, one partner typically tries to emerge as the victor. QuestionID: 13-1-77 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) Boys' play is rougher and more competitive than girls' play. 78. Girls' play tends to be more ________ than that of boys. A) competitive

B) supportive C) dominating D) rough QuestionID: 13-1-78 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: B) supportive 79. Which pair of children is most likely to have enabling interactions with each other? A) Sam and John, two boys B) Drew and Jenny, a boy and a girl C) Kelsey and Caitlin, two girls D) Sam and John, Drew and Jenny, and Kelsey and Caitlin are equally likely to have enabling interactions. QuestionID: 13-1-79 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: C) Kelsey and Caitlin, two girls 80. Girls tend to have ________ interactions with each other. A) instrumental B) stereotyped C) constricting D) enabling QuestionID: 13-1-80 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: D) enabling 81. Interactions characterized by actions and remarks that support others and sustain the interaction are considered A) constricting. B) enabling. C) instrumental. D) expressive.

QuestionID: 13-1-81 Page-Reference: 405-409 Topic: Gender Identity Skill: Conceptual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: B) enabling. 82. Boys' interactions with each other tend to be A) expressive. B) stereotyped. C) constricting. D) enabling. QuestionID: 13-1-82 Page-Reference: 405-409 Topic: Gender Identity Skill: Conceptual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: C) constricting. 83. When Arief interacts with other boys, he often exaggerates, contradicts, and threatens the other boys. Arief's interactions would be characterized as A) enabling. B) expressive. C) stereotyped. D) constricting. QuestionID: 13-1-83 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: D) constricting. 84. Television A) tends to depict males and females in gender-stereotyped ways. B) does not influence children's gender role stereotypes. C) often helps children view males and females in less stereotyped ways. D) tends to influence girls' gender-stereotypes more than boys' gender-stereotypes. QuestionID: 13-1-84 Page-Reference: 405-409

Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A) tends to depict males and females in gender-stereotyped ways. 85. Samantha, a three-year-old girl, is likely to A) prefer playing with gender appropriate toys. B) know the rules of gender appropriate toys but not yet show a preference for gender appropriate toys. C) not yet know what toys are considered gender appropriate. D) be accepting of other children who engage in cross-gender play. QuestionID: 13-1-85 Page-Reference: 409-411 Topic: Gender Identity Skill: Applied Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: A) prefer playing with gender appropriate toys. 86. Bogdan, a preschooler, sees a boy playing with dolls. Bogdan is likely to A) also want to play with dolls. B) not yet understand that the boy is engaged in cross-gender play. C) tease the boy for playing with dolls. D) be accepting of the boy even though he knows that he is playing with a girls' toy. QuestionID: 13-1-86 Page-Reference: 409-411 Topic: Gender Identity Skill: Applied Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: C) tease the boy for playing with dolls. 87. Children usually understand that they are either male or female by about age A) 1. B) 2 or 3. C) 4 or 5. D) 6 or 7. QuestionID: 13-1-87 Page-Reference: 409-411 Topic: Gender Identity Skill: Factual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles?

Answer: B) 2 or 3. 88. Which of the following develops first as children acquire an understanding of gender? A) gender constancy B) gender stability C) gender stereotypes D) gender labelling QuestionID: 13-1-88 Page-Reference: 409-411 Topic: Gender Identity Skill: Conceptual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: D) gender labelling 89. A child's ability to understand that they are either a boy or a girl is referred to as gender A) stability. B) stereotyping. C) labelling. D) constancy. QuestionID: 13-1-89 Page-Reference: 409-411 Topic: Gender Identity Skill: Conceptual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: C) labelling. 90. Riley understands that even if she wishes she were a boy, she will always be a girl. Riley has an understanding of gender A) stereotypes. B) labelling. C) stability. D) consistency. QuestionID: 13-1-90 Page-Reference: 409-411 Topic: Gender Identity Skill: Applied Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: D) consistency. 91. Who has gender consistency?

A) Eric, who knows he is a boy B) Craig, who understands that girls become women C) Wendy, who thinks that if a girl cuts her hair like a boy's, she will become a boy D) Brooke, who understands that a boy who wears a dress is still a boy, not a girl QuestionID: 13-1-91 Page-Reference: 409-411 Topic: Gender Identity Skill: Applied Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: D) Brooke, who understands that a boy who wears a dress is still a boy, not a girl 92. According to ________ theory, children first decide if an object, activity, or behaviour is male or female, then use this information to decide whether they should learn more about the object, activity, or behaviour. A) gender stereotype B) gender labelling C) gender schema D) gender constancy QuestionID: 13-1-92 Page-Reference: 409-411 Topic: Gender Identity Skill: Conceptual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: C) gender schema 93. According to Martin and Halverson's gender schema theory, children learn A) gender roles through reinforcement and punishment. B) gender-appropriate behaviour after achieving gender constancy. C) gender-appropriate behaviour by paying attention to experiences and events that are gender-appropriate. D) gender roles through prenatal exposure to sex hormones. QuestionID: 13-1-93 Page-Reference: 409-411 Topic: Gender Identity Skill: Conceptual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: C) gender-appropriate behaviour by paying attention to experiences and events that are genderappropriate. 94. Your friend has noticed that her daughter seems to pay more attention to what other girls, not boys, do while her son focuses on what other boys, not girls, do. She is surprised because she doesn't see why

they both don't pay equal attention to boys and girls. You tell her that her children's behaviour is best explained by ________ theory. A) social cognitive B) Kohlberg's theory of gender identity C) gender-schema D) biological QuestionID: 13-1-94 Page-Reference: 409-411 Topic: Gender Identity Skill: Applied Objective: 13.3.2. How do cognitive theories explain children’s learning of gender roles? Answer: C) gender-schema 95. Evolutionary developmental psychology explains gender roles and gender identity by A) proposing that men and women performed vastly different roles for much of human history with women being more invested in child-rearing and men being more invested in providing resources. B) proposing that sex hormones such as testosterone lead to differences between men and women. C) proposing that men and women see the world and act differently due to socialization. D) proposing that men and women have vastly different brains and thus, process information differently. QuestionID: 13-1-95 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: A) proposing that men and women performed vastly different roles for much of human history with women being more invested in child-rearing and men being more invested in providing resources. 96. Which of the following is a biological factor that is related to gender differences in behaviour? A) rewards B) gender schemas C) hormones D) television QuestionID: 13-1-96 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: C) hormones 97. Support for biological influences on gender differences come from the fact that

A) females who experience prenatal exposure to male hormones prefer feminine activities. B) females who experience prenatal exposure to male hormones prefer masculine activities. C) females who experience prenatal exposure to male hormones prefer female playmates. D) females who experience prenatal exposure to male hormones are not different. QuestionID: 13-1-97 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: B) females who experience prenatal exposure to male hormones prefer masculine activities. 98. Girls who were exposed prenatally to large amounts of male hormones have been found to ________ than girls who were not exposed to large amounts of male hormones. A) have more expressive traits B) more strongly prefer masculine activities and male playmates C) more strongly prefer masculine activities but not male playmates D) be no different QuestionID: 13-1-98 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: B) more strongly prefer masculine activities and male playmates 99. Some scientists believe that the sex hormones are important; consistent with this idea, for both boys and girls, exposure to testosterone during prenatal development leads to greater interest in masculine sex-typed activities during the elementary-school years. This link is particularly evident in studies of children with _______________________, a genetic disorder in which, beginning in prenatal development, the adrenal glands secrete large amounts of androgens. A) progeria syndrome (PS) B) congenital adrenal hyperplasia (CAH) C) infantile diabetes (ID) D) disorder of brain development (DOBD) QuestionID: 13-1-99 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: B) congenital adrenal hyperplasia (CAH)

100. More attention is now being paid to children's understanding of gender identity not as a ________ (i.e., male versus female), but as one choice among many. We often now see the term LGBTQ2S, which stands for lesbian, gay, bisexual, transgender, queer, and __________. A) choice; two of the same B) brain function; two types C) developmental issue; two series D) dichotomy; Two-Spirit QuestionID: 13-1-100 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: D) dichotomy; Two-Spirit 101. ________ appear(s) to contribute to gender roles and gender differences. A) Biology B) Socializing influences including people and the media C) Children's own thinking D) Biology, socializing influences, and children's own thinking QuestionID: 13-1-101 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: D) Biology, socializing influences, and children's own thinking 102. The __________________ model states that biology, the socializing influence of people and media, and the child's own efforts to understand gender-typical behaviour all contribute to gender roles and differences. A) cognitive B) behavioural C) biopsychosocial D) evolutionary QuestionID: 13-1-102 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: C) biopsychosocial

103. A theory that views development as involving many distinct skills that are organized and reorganized over time to meet demands of specific tasks is called A) psychoanalytic theory. B) dynamic systems theory. C) evolutionary theory. D) circular theory. QuestionID: 13-1-103 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: B) dynamic systems theory. 104. Androgynous individuals A) display more instrumental traits. B) display more expressive traits. C) display many expressive and instrumental traits. D) suffer from a hormonal imbalance. QuestionID: 13-1-104 Page-Reference: 414 Topic: Gender Roles in Transition Skill: Conceptual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: C) display many expressive and instrumental traits. 105. Elizabeth is high on both instrumental and expressive traits. She A) was probably exposed to unusually high levels of male hormones during prenatal development. B) was probably exposed to unusually high levels of female hormones during prenatal development. C) is constricting. D) is androgynous. QuestionID: 13-1-105 Page-Reference: 414 Topic: Gender Roles in Transition Skill: Applied Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: D) is androgynous.

106. It is most psychologically healthy to be A) high in instrumental behaviours and low in expressive behaviours. B) low in instrumental behaviours and high in expressive behaviours. C) high in instrumental behaviours and expressive behaviours. D) low in instrumental behaviours and expressive behaviours. QuestionID: 13-1-106 Page-Reference: 414 Topic: Gender Roles in Transition Skill: Applied Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: C) high in instrumental behaviours and expressive behaviours. 107. Who would you expect to have the HIGHEST self-esteem? A) Nick, who has a stereotypically male gender role B) Felicity, who has a stereotypically female gender role C) Peter, who is androgynous D) Heather, who is androgynous QuestionID: 13-1-107 Page-Reference: 414 Topic: Gender Roles in Transition Skill: Applied Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: D) Heather, who is androgynous 108. Androgyny is A) more beneficial for girls than for boys. B) more beneficial for boys than for girls. C) equally beneficial for boys and girls. D) harmful to both boys and girls. QuestionID: 13-1-108 Page-Reference: 414 Topic: Gender Roles in Transition Skill: Conceptual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: A) more beneficial for girls than for boys. 109. Research suggests that attempts to teach children less stereotyped views of gender typically will

A) be totally unsuccessful. B) be successful at reducing stereotypes about occupations and use of objects. C) be successful at increasing cross-gender friendships. D) successfully decrease stereotypes about occupations but not the use of objects. QuestionID: 13-1-109 Page-Reference: 414-416 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.2. Can parents rear gender-neutral children? Answer: B) be successful at reducing stereotypes about occupations and use of objects. 110. Children whose parents are deeply committed to rearing them without traditional gender stereotypes A) do not like gender-stereotyped activities. B) do not have same-gender friends. C) have greater stereotyped attitudes about occupations. D) have fewer stereotyped attitudes about the use of objects. QuestionID: 13-1-110 Page-Reference: 414-416 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.2. Can parents rear gender-neutral children? Answer: D) have fewer stereotyped attitudes about the use of objects. 111. You and your spouse want to raise your children so they don't feel bound by traditional gender stereotypes. How could you best accomplish your goal? A) Choose activities and toys based on your children's interests not their genders. B) Model traditional gender roles by engaging in gender-stereotyped household tasks. C) Don't allow your children to watch TV that depicts characters with traditional gender roles. D) Assign chores to your children according to their genders. QuestionID: 13-1-111 Page-Reference: 414-416 Topic: Gender Roles in Transition Skill: Applied Objective: 13.4.2. Can parents rear gender-neutral children? Answer: A) Choose activities and toys based on your children's interests not their genders. Chapter 13 True-False Questions 1. Social roles are cultural guidelines for people's behaviour.

a True b False QuestionID: 13-2-01 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: a. True 2. The perception of the self as either male or female is referred to as a gender role. a True b False QuestionID: 13-2-02 Page-Reference: 443389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: b. False 3. Kai holds beliefs about how males and females differ in personality traits, interests, and behaviours. In other words, he holds gender stereotypes. a True b False QuestionID: 13-2-03 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: a. True 4. Instrumental traits are associated with women. a True b False QuestionID: 13-2-04 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females?

Answer: b. False 5. Expressive traits are associated with men. a True b False QuestionID: 13-2-05 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: b. False 6. Gender stereotypes are more extreme in North America than in many other countries. a True b False QuestionID: 13-2-06 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: a. True 7. Children's understanding of gender stereotypes decreases throughout the elementary-school years. a True b False QuestionID: 13-2-07 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: b. False 8. Younger children are more likely to ignore stereotypes when judging other children. a True b False QuestionID: 13-2-08 Page-Reference: 389-391 Topic: Gender Stereotypes Skill: Factual

Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females? Answer: b. False 9. Adolescents and young adults from middle-class homes have more flexible ideas about gender than individuals from lower-class homes. a True b False QuestionID: 13-2-09 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: a. True 10. Girls are more flexible about gender stereotypes than boys. a True b False QuestionID: 13-2-10 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: a. True 11. A more recent example of how stereotypes influence views is a meta-analysis of gender stereotypes exhibited by asking children to draw a scientist. Miller et al. looked at more than 50 years of such studies, mostly from the United States and Canada, and found that stereotyping did appear to have weakened in that time, with more children now drawing female scientists when asked simply to "draw a scientist." Interestingly, older children (from around age 11 to 16) tended to draw the scientist as male more often, which was believed to show the increasing internalization of gender stereotypes regarding science. a True b False QuestionID: 13-2-11 Page-Reference: 391-393 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females?

Answer: a. True 12. Boys do better than girls on tasks that involve fine motor coordination. a True b False QuestionID: 13-2-12 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: b. False 13. Girls tend to be healthier than boys. a True b False QuestionID: 13-2-13 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 14. Gender differences in brain maturation may lead to gender differences in verbal ability. a True b False QuestionID: 13-2-14 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 15. Mental rotation is the ability to imagine how an object will look after it has been moved in space. a True b False

QuestionID: 13-2-15 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 16. Boys and girls differ in their use of spatial strategies. a True b False QuestionID: 13-2-16 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 17. Boys do not out-perform girls on standardized tests of math achievement in the elementary-school years or in high school and college. a True b False QuestionID: 13-2-17 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 18. When it comes to math, cross-cultural comparisons suggest that girls will perform at the same level as their male classmates when they are encouraged to succeed, are given the necessary educational tools, and have visible female role models excelling in mathematics. a True b False QuestionID: 13-2-18 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual

Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 19. In countries where women have much the same access to education, occupations, and political power as men, gender differences in math should be negligible. In contrast, where women are limited to traditionally feminine-stereotypic occupations that do not require math skills, gender differences in math should remain. Exactly this pattern is found in international comparisons of PISA math data. a True b False QuestionID: 13-2-19 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 20. Silverman & Choi (2006) found that, in a map task, girls tended to use landmarks more, while boys tended to use distance and direction more. a True b False QuestionID: 13-2-20 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 21. Throughout infancy, childhood, and adolescence, girls identify facial expressions more accurately than boys do. a True b False QuestionID: 13-2-21 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?

Answer: a. True 22. Boys and men are influenced more than girls and women by persuasive messages. a True b False QuestionID: 13-2-22 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: b. False 23. Teenage girls are more prone to depression than teenage boys. a True b False QuestionID: 13-2-23 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 24. One American study has noted that younger persons felt the greatest negative effects of the COVID19 shutdown. Survey results showed that 48 percent, or almost half, of young adults frequently felt lonely and isolated, compared to 20 percent of over-65s feeling this way. a True b False QuestionID: 13-2-24 Page-Reference: 393-403 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: a. True 25. Mothers are more likely than fathers to treat sons and daughters differently. a True

b False QuestionID: 13-2-25 Page-Reference: 393-403 Topic: Gender Identity Skill: Factual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: b. False 26. Compared with girls and women, boys and men often remember the identity of objects as well as their location more accurately. a True b False QuestionID: 13-2-26 Page-Reference: 403-405 Topic: Gender Stereotypes Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: b. False 27. Contrary to popular opinion, boys are no more physically aggressive than girls. a True b False QuestionID: 13-2-27 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: b. False 28. Aggressive behaviour has been linked to androgens, hormones secreted by the testes. a True b False QuestionID: 13-2-28 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development?

Answer: a. True 29. Boys are more likely than girls to use relational aggression. a True b False QuestionID: 13-2-29 Page-Reference: 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: b. False 30. Gender identity refers to the individual's own perception of themself, whether male, female, or something else. a True b False QuestionID: 13-2-30 Page-Reference: 405-409 Topic: Differences Related to Gender Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 31. According to social cognitive theorists, children learn gender roles through reinforcement and observational learning. a True b False QuestionID: 13-2-31 Page-Reference: 405-409 Topic: Differences Related to Gender Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 32. Helping an adult is encouraged more in daughters than in sons. a True b False QuestionID: 13-2-32 Page-Reference: 405-409

Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 33. In general, teachers spend more time interacting with boys. a True b False QuestionID: 13-2-33 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 34. The term, sex assigned at birth, refers to assigning sex to a newborn on the basis of genital structure. a True b False QuestionID: 13-2-34 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 35. Children select same-sex playmates because they are pressured to do so by adults. a True b False QuestionID: 13-2-35 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: b. False 36. The choice of same-sex playmates may occur, in part, because boys' competitive and rough play is aversive to girls. a True b False

QuestionID: 13-2-36 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 37. Girls' interactions with each other are typically constricting. a True b False QuestionID: 13-2-37 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: b. False 38. Boys' interactions with each other are typically enabling. a True b False QuestionID: 13-2-38 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: b. False 39. In general, television portrays women and men in a very stereotyped manner. a True b False QuestionID: 13-2-39 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 40. Children who watch a lot of television have more stereotyped views of males and females.

a True b False QuestionID: 13-2-40 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 41. When looking at identity, we can note the difference between sex assigned at birth, when a newborn is assigned a sex, usually by the attending doctor, on the basis of genital structure, and gender identity, the individual's own perception of themself, whether male, female, or something else. a True b False QuestionID: 13-2-41 Page-Reference: 405-409 Topic: Gender Identity Skill: Factual Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: a. True 42. By three years of age, most children show a preference for sex-typed toys. a True b False QuestionID: 13-2-42 Page-Reference: 409-411 Topic: Gender Identity Skill: Factual Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: a. True 43. According to gender-schema theories, children pay more attention to experiences and events that are gender-appropriate. a True b False QuestionID: 13-2-43 Page-Reference: 409-411 Topic: Gender Identity Skill: Factual

Objective: 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: a. True 44. Research by Daphna Joel and colleagues analyzing scans of more than 2000 men's and women's brains has found most human brains are more "mosaics" of features than distinct "male" and "female" types. a True b False QuestionID: 13-2-44 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: a. True 45. We often now see the term LGBTQ2S, which stands for lesbian, gay, bisexual, transgender, queer, and TwoSpirit. The term "Two-Spirit" is a wide-ranging term used primarily by many Indigenous persons, encompassing historical and community elements as well as personal feelings. a True b False QuestionID: 13-2-45 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: a. True 46. Twin studies show a substantial impact of heredity on gender-role learning. a True b False QuestionID: 13-2-46 Page-Reference: 411-413 Topic: Gender Identity Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: a. True 47. It appears as though androgen (a hormone) has no effect whatsoever on prenatal development of brain regions critical for masculine and feminine gender role behaviour.

a True b False QuestionID: 13-2-47 Page-Reference: 411-413 Topic: Differences Related to Gender Skill: Factual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: b. False 48. Androgynous persons are high on both instrumental and expressive traits. a True b False QuestionID: 13-2-48 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: a. True 49. Androgynous children have lower self-esteem than children whose gender roles are highly stereotyped. a True b False QuestionID: 13-2-49 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: b. False 50. The benefits of androgyny are greater for boys than for girls. a True b False QuestionID: 13-2-50 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual

Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: b. False 51. Parents who want to raise androgynous children should not base decisions about toys, activities, and chores on the child's sex. a True b False QuestionID: 13-2-51 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: a. True 52. A theory that views development as involving many distinct skills that are organized and reorganized over time to meet demands of specific tasks is called dynamic systems theory. a True b False QuestionID: 13-2-52 Page-Reference: 413-414 Topic: Gender Roles in Transition Skill: Factual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: a. True Chapter 13 Essay Questions 1. Describe gender differences in mathematics during the elementary school years and during high school and college. QuestionID: 13-3-01 Page-Reference: 389-391 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences? Answer: A good answer will be similar to the following:

During the elementary school years, girls usually outperform boys on standardized math achievement tests. In high school and college, boys used to get higher scores, but that difference has diminished substantially over the past 25 years; the difference is now negligible. This change apparently reflects efforts to encourage girls to pursue mathematics generally and to take more math courses specifically. 2. Discuss the development of gender stereotypes. QuestionID: 13-3-02 Page-Reference: 389-393 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females?, 13.1.2. How do gender stereotypes influence behaviour? When do children learn their culture's stereotypes for males and females? Answer: A good answer will include the following key points: - 12-month-old girls and boys look equally at gender-stereotyped toys. - 18-month-old girls and boys look longer at gender-stereotyped toys (for their gender). - At two years of age, toddlers look longer at men performing stereotypical female actions and women performing stereotypical male actions. - By four years of age, children's knowledge of gender-stereotyped activities is extensive. - During elementary school, children expand knowledge of gender-stereotyped traits and behaviours; they learn stereotypes about personality traits and about academic subjects. - During elementary school, they also learn that the traits and occupations associated with males tend to earn more money and have higher social status than those associated with females. - As children develop, they also begin to understand that gender stereotypes do not always apply; older children are more willing than younger children to ignore stereotypes when judging other children. - Older children consider gender stereotypes less binding than many social conventions and moral rules; this change is due to cognitive growth. 3. What are some of the explanations for gender differences in spatial ability? QuestionID: 13-3-03 Page-Reference: 393-405 Topic: Differences Related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?, 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: A good answer will include the following key points: - Silverman and Choi (2006) concluded that there is "dual mechanism" for spatial navigation: Euclidian (direction and distance), which males tend to use, and topographical (placement and landmark use), used more by females. They propose that these evolved as separate mechanisms and that preferential usage emerges at about the same age in boys and girls. - Some scientists propose that the difference is biological. They argue that spatial skill was essential for

successful hunting—in navigation and in calculating trajectories for weapons—and may represent an evolutionary adaptation for males. A related idea is that the right hemisphere of the brain may be more specialized for spatial processing in males than in females, perhaps because boys mature more slowly than girls. - Boys are more likely than girls to participate in activities that foster spatial skills. 4. Your friend Gretchen is an elementary school teacher. She told you that she has noticed that the boys in her class seem to have more language problems than the girls. She's also noticed that the girls seem to have better math skills than the boys but this doesn't seem consistent with the fact that few women are in jobs that require extensive mathematical skill. Gretchen wonders if gender differences in verbal and mathematical ability are substantiated by research or if she has unusual students. What can you tell Gretchen about gender differences in mathematical and verbal ability? QuestionID: 13-3-04 Page-Reference: 393-405 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?, 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: A good answer will be similar to the following: Research does show that females tend to have better verbal ability than males. For example, females score higher on general measures of verbal ability, they are better readers, better writers, and better spellers than boys. Females also have fewer language-related problems than males. Elementary-school girls also perform better on standardized tests of math achievement, but this advantage seems to disappear in high school and college. So, you can tell Gretchen that the students that she has seen conform to the patterns found for the average boy and girl. 5. You and a friend have an argument in which your friend insists that males and females are very different in many intellectual and social domains. What can you tell your friend about gender differences and their importance? QuestionID: 13-3-05 Page-Reference: 393-405 Topic: Differences Related to Gender Skill: Applied Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?, 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: A good answer will be similar to the following: First, gender differences have not been found in many domains. In the area of intellectual ability, gender differences have been found in three domains: verbal ability, mathematical ability, and some aspects of spatial ability. In the area of social behaviour, the most firmly established gender difference is greater aggression in males. Gender differences also seem to exist in greater emotional sensitivity and greater susceptibility to social influence in females. Even though these differences exist, the differences in group averages for males and

females are very small, which means that there is considerable overlap in the distributions of males and females. Also, even though gender differences have been found in a few intellectual and behavioural domains, there are still many areas in which gender differences have not been found. 6. Compare and contrast the ways that parents treat boys and girls. QuestionID: 13-3-06 Page-Reference: 393-405 Topic: Differences related to Gender Skill: Conceptual Objective: 13.2.1. How do boys and girls differ in physical development, intellectual abilities, and social behaviour? What factors are responsible for these gender differences?, 13.2.2. What are the implications of these gender differences for boys' and girls' development? Answer: A good answer will be similar to the following: Parents interact equally with children of both sexes; they are equally warm to both and they encourage both boys and girls to achieve and be independent equally. However, parents react more positively toward their children when their children are playing with gender typical toys (girls = dolls, boys = cars) and mild aggression is tolerated more from boys. Parents also tolerate mild aggression more in sons than in daughters. Fathers are more likely than mothers to treat sons and daughters differently. Fathers tend to encourage gender-related play. As well, they push their sons more but accept dependence in their daughters. 7. You hear a teacher of eight-year-olds saying the girls in her class are far more likely to collaborate than the boys. She maintains that the boys were too busy overtly disagreeing with each other to collaborate over anything. Can you explain this difference in behaviour? QuestionID: 13-3-07 Page-Reference: 405-409 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles? Answer: A good answer will be similar to the following: Some argue that the contrasting styles between boys and girls may have an evolutionary basis. Boys' concerns about dominating others may stem from trying to establish one's place in the tribe/village. Men in the upper ranks had better access to mates and resources. Girls' concerns about affiliation may be a byproduct of the fact that girls traditionally left their own communities; having no relatives nearby enhanced the value of close friends. 8. Explain how (1) social cognitive theorists, (2) Kohlberg's cognitive theory, and (3) gender-schema theory propose that children develop their gender identities. QuestionID: 13-3-08 Page-Reference: 405-411 Topic: Gender Identity Skill: Conceptual

Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles?, 13.3.2. How do cognitive theories explain children's learning of gender roles? Answer: A good answer will be similar to the following: - Social cognitive theorists propose that children learn gender roles through reinforcement and observation. - According to Kohlberg's cognitive theory, children gradually develop a full understanding of gender. They first label themselves as being a boy or a girl (gender labelling), then begin to understand that gender is stable (gender stability), and then understand that maleness and femaleness do not change over situations or according to personal wishes (gender constancy). Only children who understand gender constancy should have extensive knowledge of gender stereotypes. - In gender-schema theory, children first decide if an object, activity, or behaviour is female or male, then use this information to decide whether they should learn more about the object, activity, or behaviour. 9. Your six-year-old niece does not like to play with boys. Your brother thinks that this is okay but his wife thinks that your niece should play with both boys and girls. What can you tell your sister-in-law about gender differences in styles of interaction and how that is related to the selection of same-sex playmates? QuestionID: 13-3-09 Page-Reference: 405-409, 415 Topic: Gender Identity Skill: Applied Objective: 13.3.1. How do parents, peers, and the media influence children's learning of gender roles?, 13.4.2. Can parents rear gender-neutral children? Answer: A good answer will be similar to the following: In general, girls play with girls and boys play with boys. Children tend to choose same-sex playmates even in the absence of any adult pressure to do so. In fact, even when parents encourage boys and girls to play with each other most children will resist. Part of this resistance comes from the fact that boys and girls have very different styles of interacting with peers. Girls' remarks and behaviours tend to provide support for each other. Boys' behaviour tends to be rougher and boys try to dominate each other by using intimidation, threats, and exaggeration. When boys and girls interact, girls find that their enabling style is ineffective with boys. So, your niece is not unusual. 10. Your friend insists that gender differences in behaviour are due totally to socialization—that if you treat males and females exactly the same, there will be no differences between them. You disagree, arguing that biology has some influence on gender differences. What research evidence would you cite to support your claim? QuestionID: 13-3-10 Page-Reference: 411-413 Topic: Gender Identity Skill: Conceptual Objective: 13.3.3. How does biology influence children's learning of gender roles? Answer: A good answer will include the following key points:

Females that are exposed to unusually large amounts of male hormones during prenatal development tend to prefer masculine activities and male playmates to a greater extent than girls not exposed to these amounts of male hormones. This suggests that male hormones, such as androgen, influence the development of masculine traits. 11. Discuss the newer view of gender roles that is based on the independent dimensions of instrumentality and expressiveness. Be sure to include a discussion of androgyny. QuestionID: 13-3-11 Page-Reference: 413-414 Topic: Gender Identity Skill: conceptual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: A good answer will include the following key points: - Instrumentality and expressiveness independent of one another; how you score on one doesn't influence how you score on the other. - Traditional males are rated high on instrumentality but low on expressiveness and traditional females are low on instrumentality and high on expressiveness. - This approach recognizes that other combinations of traits are possible. - Androgynous people are rated high on both instrumentality and expressiveness. - Many researchers argue that the ability to react with both instrumental and expressive behaviours is psychologically healthier than reacting primarily with one or the other. - Androgynous children often are better adjusted than children whose gender roles are highly stereotyped. - Benefits of androgyny are greater for girls than for boys, however. 12. Define and give examples of instrumental and expressive traits. How do they fit with gender stereotypes? QuestionID: 13-3-12 Page-Reference: 413-414 Topic: Gender Stereotypes Skill: Conceptual Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity? Answer: A good answer will include the following key points: - Instrumental traits describe individuals who act on the world and influence it. Examples of instrumental traits are: independent, competitive, aggressive, outgoing, ambitious, self-confident, and dominant. - Expressive traits describe individuals who value emotional functioning and interpersonal relationships. They include: emotional, kind, creative, considerate, gentle, excitable, and aware of others' feelings. - Most adults associate these traits with men and women and these views have changed very little since the 1960s. There is considerable cultural variation in the extent to which instrumental traits fit the male gender stereotype and expressive traits fit the female gender stereotype.

13. Jeannie is eight months pregnant with her first child. She has little use for traditional gender roles and plans for her son or daughter not to view the world in gender-related terms. What can you tell Jeannie about some things that she can do to help achieve her goal and about the influence of other factors in the development of gender stereotypes? QuestionID: 13-3-13 Page-Reference: 413-416 Topic: Gender Roles in Transition Skill: Applied Objective: 13.4.1. What is androgyny, and how is it related to traditional conceptions of masculinity and femininity?, 13.4.2. Can parents rear gender-neutral children? Answer: A good answer will be similar to the following: First, Jeannie should be aware of the fact that many parents encourage sex-typed play and assign sex-typed chores around the home. Fathers are more likely than mothers to encourage sex-typed behaviour and to treat sons and daughters differently. Jeannie and her husband will need to make a conscious effort to model chores and behaviours that are not gender-bound. Also, they should base decisions about their child's toys and activities on the child's interests not the child's sex. Second, Jeannie also should be aware of the fact that in spite of her best efforts her child will probably adhere to some traditional gender-related behaviour and stereotypes. Parental influence on gender roles is minimal because children also are influenced by peers, the media, and teachers. The results of the Family Lifestyles Project have shown that children whose parents are deeply committed to rearing them without traditional gender stereotypes are still similar to children who are raised in traditional homes. These children still prefer same-sex playmates and they like gender-stereotyped activities.

Chapter 14: Social Influences Chapter 14 Multiple-Choice Questions 1. What is the term that refers to the classification of census families into married couples (with or without children of either or both spouses), common-law couples (with or without children of either or both partners), and lone-parent families by sex of parent? A) Multicultural family society B) Census family structure C) Blended families D) The Family as system QuestionID: 14-1-01 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) Census family structure 2. Major issues arose in family systems of Indigenous Peoples in the mid-twentieth century due to changes in lifestyle. Until the 1950s, First Nations people lived predominantly on reserves socially separated from non-Aboriginal people, but by the _________ significant numbers of First Nations and Métis people were moving to towns and cities in search of employment. During this same period, many Indigenous children were taken from families and relocated to foster families and the _____________________. A) 1920s; countryside B) 1990s; less populated provinces C) 1940s; bigger apartment buildings D) 1960s; residential schools QuestionID: 14-1-02 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) 1960s; residential schools 3. Compared with the past, today it is seen as better for Indigenous children to be placed with members of their extended family or community, a more inclusive view of "family," rather than being taken into state care or foster care. Keeping the child within their community is particularly important because it can maintain cultural identity. It has been argued that "individual identity is inseparable from the _______ identity of Aboriginal people." A) warm B) cold

C) individualistic D) collective QuestionID: 14-1-03 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) collective 4. The "systems" perspective views A) parents' actions as all that matter for children's development. B) the family as a system of interacting elements, with parents and children influencing each other. C) biological factors as the pivotal elements influencing development. D) social systems outside the family as having little impact on development. QuestionID: 14-1-04 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) the family as a system of interacting elements, with parents and children influencing each other. 5. Richard is openly affectionate with his two sons and enjoys spending a great deal of time with them. Richard is high on the ________ dimension of parenting. A) control B) authoritarian C) inhibition D) warmth QuestionID: 14-1-05 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) warmth 6. Parental control is most effective when A) parents explain their expectations and reasons for rules. B) parents don't insist on enforcing rules every time they are broken. C) parents don't give children a chance to question their decisions. D) standards appropriate for adults are set for children to meet.

QuestionID: 14-1-06 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) parents explain their expectations and reasons for rules. 7. Sean and Sybil's parents hear an announcement on TV that asks, "Parents, do you know where your children are?" Their answer is, "No, and we don't really want to know where they are." Sean and Sybil's parents are low on which dimension of parenting? A) control B) warmth C) hostility D) indifference QuestionID: 14-1-07 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) control 8. Parents who lay down rules for their children to follow without argument are showing which style of parenting? A) authoritarian B) authoritative C) permissive D) uninvolved QuestionID: 14-1-08 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) authoritarian 9. Authoritarian parents exhibit ________ control and ________ warmth. A) high; low B) low; high C) high; high D) low; low QuestionID: 14-1-09

Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) high; low 10. ________ parenting combines a fair degree of parental control with being warm and responsive to children. A) Permissive B) Uninvolved C) Authoritarian D) Authoritative QuestionID: 14-1-10 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) Authoritative 11. Authoritative parents A) exert restrictive control over their children. B) are firm but warm and responsive to their children. C) exert very little control over their children. D) are not involved with their children. QuestionID: 14-1-11 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) are firm but warm and responsive to their children. 12. When Gad asked his mother if he could spend the night at a friend's house on a Thursday night, his mother told him, "No, because that's a school night and you'd be tired at school the next day. Would you like to ask your friend to spend the night at our house on Friday?" Gad's mother appears to take a(n) ________ approach to parenting. A) permissive B) uninvolved C) authoritative D) authoritarian QuestionID: 14-1-12

Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) authoritative 13. Parents who are warm and caring but exert little control over their children have a(n) ________ parenting style. A) authoritative B) authoritarian C) uninvolved D) permissive QuestionID: 14-1-13 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) permissive 14. Moonbeam's parents are very loving and accepting of her and believe in letting her "do her own thing" rather than trying to control her life. Moonbeam's parents most closely fit the ________ parenting style. A) uninvolved B) permissive C) authoritative D) authoritarian QuestionID: 14-1-14 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) permissive 15. ________ parents are neither warm nor controlling. A) Uninvolved B) Permissive C) Authoritarian D) Authoritative QuestionID: 14-1-15 Page-Reference: 419-428

Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) Uninvolved 16. Although Parker's parents provide him with adequate food and shelter, they often are so busy with their own activities that they spend very little time with him and usually leave him to fend for himself. Parker's parents would be described best as A) uninvolved. B) permissive. C) authoritative. D) authoritarian. QuestionID: 14-1-16 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) uninvolved. 17. Children of authoritarian parents A) typically have high grades in school. B) typically have high levels of self-esteem. C) are the most likely to be involved in misconduct at school. D) are often unhappy. QuestionID: 14-1-17 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) are often unhappy. 18. Miguel's parents have an authoritative parenting style. You would expect Miguel to A) be self-reliant. B) be irresponsible. C) have low self-esteem. D) have low grades in school. QuestionID: 14-1-18 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied

Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) be self-reliant. 19. Christine's parents are warm and caring but exercise little control over her. Christine is most likely to be A) friendly and get good grades in school. B) impulsive and have little self-control. C) aggressive and moody. D) responsible and self-reliant. QuestionID: 14-1-19 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) impulsive and have little self-control. 20. Your friend asks you for advice on how he and his spouse should rear their children so they will turn out to be responsible, self-reliant, sociable, and good students in school. You tell him, "From what I've read in my textbook, my advice is to be ________ parents." A) permissive B) uninvolved C) authoritative D) authoritarian QuestionID: 14-1-20 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) authoritative 21. Who is MOST likely to have low grades and to get in trouble in school? A) Vern, whose parents have an authoritarian parenting style B) Bart, whose parents have a permissive parenting style C) Glenn, whose parents have an authoritative parenting style D) Owen, whose parents have an uninvolved parenting style QuestionID: 14-1-21 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development?

Answer: D) Owen, whose parents have an uninvolved parenting style 22. Which parents would you expect to show the most warmth and the least amount of control? A) parents in Latin America B) parents in Taiwan C) European Canadian parents D) parents who emigrated from Taiwan to Canada QuestionID: 14-1-22 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) European Canadian parents 23. In many Latin American and Asian countries, ________ is stressed more than ________. A) individualism; collaboration B) cooperation; individualism C) control; warmth D) cooperation; self-reliance QuestionID: 14-1-23 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) cooperation; individualism 24. European Canadian parents are more likely than Chinese parents to believe in the importance of A) individualism and self-reliance. B) cooperation and collaboration. C) parental control. D) emotional restraint. QuestionID: 14-1-24 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) individualism and self-reliance. 25. Sybil wants her daughter to put her dishes in the dishwasher. She shows her how to open the

dishwasher, tells her where different items go, and explains that if everyone in the family puts their dishes away, it will be much easier to keep the kitchen clean and pleasant. Sybil is using A) reinforcement. B) punishment. C) direct instruction. D) inhibition. QuestionID: 14-1-25 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) direct instruction. 26. When parents tell a child what to do, when, and why, they are using A) reinforcement. B) punishment. C) counterimitation. D) direct instruction. QuestionID: 14-1-26 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) direct instruction. 27. After Josh saw his older brother teasing and taunting their younger sister, Josh started teasing and taunting younger children. This is an example of A) reinforcement. B) observational learning. C) inhibition. D) counterimitation. QuestionID: 14-1-27 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) observational learning. 28. Counterimitation involves A) a child being unwittingly rewarded for an undesired behaviour.

B) two children taking turns imitating each other. C) learning through observation that certain behaviours should not be performed. D) an increase in all behaviours observed. QuestionID: 14-1-28 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) learning through observation that certain behaviours should not be performed. 29. After Tamara saw her parents punish her older sister for using profanity, Tamara became less likely to use profanity. This is an example of A) reinforcement. B) a negative reinforcement trap. C) counterimitation. D) time-out. QuestionID: 14-1-29 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) counterimitation. 30. ________ is any action that increases the likelihood of the reoccurrence of the response that it follows. A) Punishment B) Counterimitation C) Modelling D) Reinforcement QuestionID: 14-1-30 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) Reinforcement 31. Praising a child for studying is an example of A) punishment. B) counterimitation. C) reinforcement. D) inhibition.

QuestionID: 14-1-31 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) reinforcement. 32. An action that discourages the reoccurrence of the response that it follows is referred to as A) reinforcement. B) punishment. C) modelling. D) counterimitation. QuestionID: 14-1-32 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) punishment. 33. When Travis teased his younger sister, his parents made him go to his room. His parents were attempting to use ________ to influence Travis's behaviour. A) counterimitation B) modelling C) reinforcement D) punishment QuestionID: 14-1-33 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) punishment 34. Punishment can have undesirable side effects. Children become upset as they are being punished. What is it that they often miss that the that punishment is meant to convey? A) feedback B) rewards C) intuition D) time out QuestionID: 14-1-34

Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) feedback 35. When a parent unknowingly reinforces behaviours she wants to discourage, it results in A) a negative reinforcement trap. B) punishment. C) counterimitation. D) inhibition. QuestionID: 14-1-35 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) a negative reinforcement trap. 36. When Danylol's mother asked him to set the table, he complained that he was too tired to do it. After he argued and whined for several minutes, Danylo's mother went ahead and set the table herself just so she wouldn't have to listen to him whine anymore. As a result, Danylo learned that whining is an effective way to get out of doing something. This situation is referred to as the A) positive reinforcement trap. B) negative reinforcement trap. C) punishment trap. D) parent trap. QuestionID: 14-1-36 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) negative reinforcement trap. 37. A child argues and whines when his mother asks him to clean his room and then she cleans his room herself. This is an example of A) disinhibition. B) counterimitation. C) reinforcement. D) a negative reinforcement trap. QuestionID: 14-1-37

Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) a negative reinforcement trap. 38. Punishment A) should be administered hours after an undesired behaviour occurs. B) teaches children new, more acceptable behaviours. C) often makes children angry so that they ignore why they are being punished. D) is not related to greater aggression in children. QuestionID: 14-1-38 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) often makes children angry so that they ignore why they are being punished. 39. Drew's parents often spank him to correct his misbehaviours. Drew is A) not likely to repeat his misbehaviours. B) likely to understand what the punishment was intended to teach him. C) unlikely to become upset by the punishment. D) likely to resort to aggression when he has conflicts with others. QuestionID: 14-1-39 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: D) likely to resort to aggression when he has conflicts with others. 40. When Arnold misbehaves, his parents have him sit alone for a few minutes in the laundry room, which is quiet and away from the rest of the family. Arnold's parents are using A) reinforcement. B) time out. C) disinhibition. D) the negative reinforcement trap. QuestionID: 14-1-40 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied

Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) time out. 41. Time out should last for A) just a few minutes. B) about 30 minutes. C) about one hour. D) several hours. QuestionID: 14-1-41 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A) just a few minutes. 42. After a time out occurs, parents should A) give their child a reward. B) punish their child. C) talk to their child about why the punished behaviour was objectionable. D) let their child resume normal activities without mentioning the misbehaviour. QuestionID: 14-1-42 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: C) talk to their child about why the punished behaviour was objectionable. 43. What is true about parental conflict? A) Chronic parental conflict is not harmful for children. B) Children and adolescents often become anxious, withdrawn, and aggressive and are more prone to diseases and to be abusive in their own romantic relationships when exposed to chronic parental conflict. C) Parental conflict of any sort and any duration is always harmful for children. D) Some marriages never have conflict, and as a result, the children fare much better. QuestionID: 14-1-43 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) Children and adolescents often become anxious, withdrawn, and aggressive and are more prone to

diseases and to be abusive in their own romantic relationships when exposed to chronic parental conflict. 44. During the COVID-19 "______________" of 2020 there were many media reports of increasing marital conflict and family violence, when family members were stuck in close proximity and stressed adults became frustrated and angry. A) upswings B) lockdowns C) decreases D) testing QuestionID: 14-1-44 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: B) lockdowns 45. Which of the following descriptions of parent-child relations is most accurate? A) Parents often influence their children's behaviour, but children rarely influence their parents' behaviour. B) Children influence their parents' behaviour, but parents rarely influence their children's behaviour. C) Parents often influence their children's behaviour, and children often influence their parents' behaviour. D) Neither parents nor children have much influence on the other's behaviour. QuestionID: 14-1-45 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.2. How do children help determine how parents rear them? Answer: C) Parents often influence their children's behaviour, and children often influence their parents' behaviour. 46. As children grow older, parents A) become more physically affectionate with their children. B) become less controlling of their children. C) become more controlling of their children. D) do not change their behaviour in terms of either warmth or control. QuestionID: 14-1-46 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.2. How do children help determine how parents rear them? Answer: B) become less controlling of their children.

47. When Hezron's parents reason with him about complying with their requests, Hezron often does not comply. Hezron's parents are likely to A) adopt a more authoritarian parenting style. B) adopt a more authoritative parenting style. C) adopt a more indulgent-permissive parenting style. D) continue to use the same parenting style. QuestionID: 14-1-47 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.2. How do children help determine how parents rear them? Answer: A) adopt a more authoritarian parenting style. 48. Parent-child relations are best described as A) parallel. B) reciprocal. C) unchanging. D) a one-way street. QuestionID: 14-1-48 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.2. How do children help determine how parents rear them? Answer: B) reciprocal. 49. 1981, 56 percent of women were married and about 4 percent lived with a common-law partner; in 2011 the figures were 45 percent married and 11 percent living in a common-law union. By 2016, what was the percentage of couples who were living common law? A) 14 B) 57 C) 21 D) 31 QuestionID: 14-1-49 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) 21

50. Research on the impact of divorce on children suggests that A) children whose parents divorce fare more poorly than children from intact homes in school achievement and adjustment. B) girls are more likely than boys to have harmful effects. C) divorce is most harmful when it occurs during children's preschool years. D) children who are temperamentally emotional are impacted less by divorce. QuestionID: 14-1-50 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) children whose parents divorce fare more poorly than children from intact homes in school achievement and adjustment. 51. Studies of the impact of divorce indicate that A) the overall impact of divorce is greater for girls than for boys. B) divorce is more harmful when it occurs during the preschool and college years. C) children whose parents are divorced do not differ from those whose parents stay married. D) as adults, children of divorce are more likely to experience conflicts in their own marriages. QuestionID: 14-1-51 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) as adults, children of divorce are more likely to experience conflicts in their own marriages. 52. Corrina is an adult whose parents divorced when she was a child. Compared to adults from intact families, she is A) no more likely to divorce. B) more likely to delay having children. C) more likely to have high life satisfaction. D) more likely to become depressed. QuestionID: 14-1-52 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) more likely to become depressed. 53. One reason parental divorce can be harmful is that

A) children often lose a role model. B) single parents tend to become overly involved in their children's lives. C) mothers tend to spend too much money on their children after a divorce. D) unlike children from intact families, children whose parents divorce are exposed to conflict. QuestionID: 14-1-53 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) children often lose a role model. 54. Children who adjust best to parental divorce A) have parents who have a lot of conflict. B) interpret events more positively. C) suffer economic hardship following the divorce. D) live with the opposite-sex parent. QuestionID: 14-1-54 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: B) interpret events more positively. 55. In joint custody, A) mothers have custody of the children. B) fathers have custody of the children. C) both parents have custody of the children. D) mothers have custody of daughters, and fathers have custody of sons. QuestionID: 14-1-55 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) both parents have custody of the children. 56. When parents have joint custody, they A) have a custody arrangement that is beneficial for children, if the parents get along. B) have a confusing and harmful custody arrangement. C) have the most traditional custody arrangement. D) are more likely to fall into the negative reinforcement trap.

QuestionID: 14-1-56 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) have a custody arrangement that is beneficial for children, if the parents get along. 57. Who is likely to make the best adjustment to parental divorce? A) Stuart, a boy who lives with his mother B) Angela, a girl who lives with her father C) Gabe, a boy who lives with his father D) Stuart, Angela, and Gabe are equally likely to adjust well to their parents' divorce QuestionID: 14-1-57 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) Gabe, a boy who lives with his father 58. What advice would you give to parents who want to help their children adjust to parental divorce? A) Expect that your children will sometimes be angry or sad about the divorce and encourage them to discuss their feelings. B) Do what you can to become your children's favourite parent. C) Be honest with your children about your feelings toward your ex-spouse, even when it means being critical of him or her. D) When you and your spouse can't agree on child matters, have your child's opinion settle the issue. QuestionID: 14-1-58 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) Expect that your children will sometimes be angry or sad about the divorce and encourage them to discuss their feelings. 59. The impact of divorce is likely to be more harmful A) for girls than for boys. B) for boys than for girls. C) if it occurs during the preschool or college years rather than during the elementary through high school years. D) if it occurs during the elementary through high school years rather than during the preschool or college

years. QuestionID: 14-1-59 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) if it occurs during the elementary through high school years rather than during the preschool or college years. 60. Who is likely to suffer the most harmful effects from parental divorce? A) David, who is an infant B) Steige, who is a preschooler C) Kelly, who is in elementary school D) Madelyn, who is in college QuestionID: 14-1-60 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) Kelly, who is in elementary school 61. To help children adjust to parental divorce, parents should NOT A) encourage children to discuss feelings of anger or sadness about the divorce. B) take out their anger with each other on their children. C) remain involved in their children's lives if they do not have custody. D) talk together to children about the divorce. QuestionID: 14-1-61 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: B) take out their anger with each other on their children. 62. Which of the following is an example of a blended family? A) two sisters and two brothers B) a father, mother, son, and daughter C) a grandfather, father, and son D) a biological father, stepmother, and two sons QuestionID: 14-1-62

Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) a biological father, stepmother, and two sons 63. Which statement about the adjustment to having a stepfather is TRUE? A) Preadolescent boys adjust more readily than preadolescent girls to having a stepfather. B) Preadolescent girls adjust more readily than preadolescent boys to having a stepfather. C) In early adolescence, both boys and girls usually adjust readily to having a stepfather. D) In early adolescence, both boys and girls usually have difficulty adjusting to having a stepfather. QuestionID: 14-1-63 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) Preadolescent boys adjust more readily than preadolescent girls to having a stepfather. 64. What advice would you give to a newly created blended family? A) Stepfathers should show interest in stepchildren, but avoid getting in the way of established relationships. B) Mothers should spend more time with the stepfathers and less time with their children than they did before their remarriage. C) Mothers and stepfathers should have high expectations for the relationships they have with their children. D) Mothers and stepfathers should realize that their children will probably never adjust to the blended family. QuestionID: 14-1-64 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) Stepfathers should show interest in stepchildren, but avoid getting in the way of established relationships. 65. What percentage of Canadian families has at least one grandparent living with other generations of family members? A) 10 B) 20 C) 15 D) 5

QuestionID: 14-1-65 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) 5 66. Tio's grandfather is close to Tio and interested in her activities, but he is not interested in getting involved in her rearing. Which style of grandparenting is Tio's grandfather showing? A) influential B) supportive C) authority-oriented D) passive QuestionID: 14-1-66 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: B) supportive 67. Ruth and Herman rarely see or talk to their grandchildren except on holidays and at family celebrations. Ruth and Herman have a(n) ________ style of grandparenting. A) influential B) supportive C) authority-oriented D) detached QuestionID: 14-1-67 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) detached 68. Joe's grandfather is a strict disciplinarian who often disciplines his grandson, but otherwise he doesn't spend a lot of time with Joe. Joe's grandfather has a(n) ________ style of grandparenting. A) influential B) supportive C) authority-oriented D) passive

QuestionID: 14-1-68 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) authority-oriented 69. Jade spends much of her time at her grandmother's house, with her grandmother taking care of her daily needs for food, clothing, and attention. Her grandmother is often the one who goes to school to meet with Jade's teacher and to see Jade when she takes part in various school activities. Jade's grandmother would be described best as having which of the following grandparenting styles? A) influential B) supportive C) authority-oriented D) passive QuestionID: 14-1-69 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) influential 70. The influential style of grandparenting is particularly common in which of the following ethnic groups? A) European Canadian B) Asian Canadian C) African Canadian D) Indigenous Canadian QuestionID: 14-1-70 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) Indigenous Canadian 71. Carl's is an Indigenous Canadian child whose mother is a single parent. Carl and his mother live with his grandmother, who has taken on the role of the influential grandparent. Carl A) would be better off if his grandmother took a less active role in his upbringing. B) is more likely to become involved in drug use and vandalism than a child living alone with a singleparent. C) is likely to benefit from his grandmother's influence in his life.

D) is likely to have lower achievement than he would if they did not live with his grandmother. QuestionID: 14-1-71 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) is likely to benefit from his grandmother's influence in his life. 72. Children of lesbian mothers A) have lower grades in school than children of heterosexual mothers. B) have more psychological problems than children of heterosexual mothers. C) are less likely to identify with their own gender. D) resemble children of heterosexual parents in many domains. QuestionID: 14-1-72 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: D) resemble children of heterosexual parents in many domains. 73. Sanaya was reared by her mother and her mother's lesbian partner. Research suggests that Sanaya is A) likely to develop much the same as children reared by heterosexual couples. B) likely to be homosexual as an adolescent or young adult. C) unlikely to develop typical gender-based interests, activities, and friends as a preschooler. D) likely to have a poor self concept. QuestionID: 14-1-73 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A) likely to develop much the same as children reared by heterosexual couples. 74. In Indigenous cultures, grandmothers are seen as powerful and nurturing. Often it is the grandmother who cares for the children, and it is she particularly who tells them the stories and teaches them skills that pass on their culture. In their description of a Métis women's circle, Leclair, Nicholson, and Hartley write of the contribution of their Elder: her contribution to the Circle includes sharing what in particular? A) her recipes from the past B) her financial knowledge C) her cultural knowledge and her experience

D) her biological and medical knowledge QuestionID: 14-1-74 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: C) her cultural knowledge and her experience 75. As parents have more children, they tend to A) increase their expectations for their children. B) become more affectionate with their children. C) become more punitive with their children. D) become more relaxed in their discipline. QuestionID: 14-1-75 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: D) become more relaxed in their discipline. 76. Which of the following is TRUE of firstborn children compared to laterborn children? A) Firstborns have lower scores on intelligence tests. B) Firstborns are more willing to conform to parents' and adults' requests. C) Firstborns are more innovative. D) Firstborns are more popular with peers. QuestionID: 14-1-76 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: B) Firstborns are more willing to conform to parents' and adults' requests. 77. Danielle is a firstborn child whereas Samantha is a laterborn child. Which of the following is TRUE? A) Danielle is more likely to go to university. B) Danielle is likely to be more innovative. C) Samantha is likely to be more willing to conform to parents' and adults' requests. D) Samantha is likely to be less popular.

QuestionID: 14-1-77 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: A) Danielle is more likely to go to university. 78. Research suggests that only children are likely to be ________ than children with siblings. A) more selfish B) more intelligent C) less mature D) more egotistical QuestionID: 14-1-78 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: B) more intelligent 79. Compared to children with siblings, research has shown that only children A) have lower grades. B) are more immature. C) are more dependent upon parents. D) show more leadership. QuestionID: 14-1-79 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: D) show more leadership. 80. Adopted children A) tend to lag behind non-adopted children in terms of their cognitive development. B) are less likely to have a secure mother-infant attachment than non-adopted children. C) are more likely to have behavioural problems if they were adopted at an older age. D) are at risk for problems solely because they are adopted. QuestionID: 14-1-80

Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: C) are more likely to have behavioural problems if they were adopted at an older age. 81. Children who are adopted A) more often have a difficult temperament than non-adopted children. B) are more likely to have problems when their care before adoption was poor. C) at a younger age have more problems than those who were adopted when older. D) are more likely than non-adopted children to have attachment problems and cognitive delays. QuestionID: 14-1-81 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: B) are more likely to have problems when their care before adoption was poor. 82. In Canada, specific issues regarding adoption arose for Indigenous Peoples. In the past children were often removed from their families and placed in state care or foster care. In the twentieth century, many children were adopted from such care situations into what types of families? A) poverty stricken B) non-Indigenous C) Asian D) same-sex parental QuestionID: 14-1-82 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: B) non-Indigenous 83. When Jiwoo was 5 and her younger sister Kwan was 3, they got along well with each other. What would you expect their relationship to be like when Jiwoo is 12 and Jessica is 10? A) They are likely to be more quarrelsome. B) They are likely to be more competitive. C) They are likely to continue to get along well together. D) It is difficult to predict future relationships from past relationships.

QuestionID: 14-1-83 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: C) They are likely to continue to get along well together. 84. Sibling relationships are more likely to be harmonious when siblings A) have different interests. B) are young children rather than adolescents. C) are emotional. D) are of the same sex. QuestionID: 14-1-84 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: D) are of the same sex. 85. Research on sibling relationships has found that A) relationships are more harmonious when siblings are of the opposite sex than when they are of the same sex. B) relationships become worse as the younger sibling enters adolescence. C) relationships are less harmonious when children believe that their parents have "favourites." D) conflict between siblings is not related to conflict between the parents. QuestionID: 14-1-85 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: C) relationships are less harmonious when children believe that their parents have "favourites." 86. Which sibling pair is most likely to have a warm, harmonious relationship? A) Allison and Ashley, whose parents have a "favourite." B) Ryan and Katie, who are of the opposite sex. C) Moumita and Sukanya, whose parents have a good quality relationship. D) Jakov and Marko, who both tend to be emotional.

QuestionID: 14-1-86 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: C) Moumita and Sukanya, whose parents have a good quality relationship. 87. What is TRUE about the influence of parents on sibling relationships? A) A warm, harmonious relationship between parents leads to conflict in sibling relationships. B) Intense marital conflict sometimes leads siblings to become closer. C) During adolescence, siblings get along better when they have the same type of relationship with their parents. D) Parents should always treat their children the same if they want their children to get along. QuestionID: 14-1-87 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: B) Intense marital conflict sometimes leads siblings to become closer. 88. Being exposed to family violence can actually affect neural responses. What medical procedure shows increased reactivity, particularly in the amygdala, a brain area involved in emotional reactions to threat, when shown a picture of an angry adult face? A) frontal lobotomy B) CT scans C) fMRI brain scans D) amniocentesis QuestionID: 14-1-88 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: C) fMRI brain scans 89. Jordan's father beat him with a chair, causing a broken arm, cuts, and bruises. Jordan was a victim of A) psychological abuse. B) physical abuse.

C) sexual abuse. D) neglect. QuestionID: 14-1-89 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: B) physical abuse. 90. While Sheena was at day care, she was fondled in her private parts by one of her teachers. Sheena experienced A) physical abuse. B) psychological abuse. C) sexual abuse. D) neglect. QuestionID: 14-1-90 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: C) sexual abuse. 91. Which type of maltreatment occurs when parents do not provide adequate food, clothing, or medical care? A) physical abuse B) psychological abuse C) neglect D) sexual abuse QuestionID: 14-1-91 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: C) neglect 92. When Landon's mother ridiculed and humiliated him, she was committing a form of A) physical abuse. B) sexual abuse. C) neglect. D) psychological abuse.

QuestionID: 14-1-92 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: D) psychological abuse. 93. Abused children A) have normal relationships with peers. B) tend to get lower grades in school. C) do not have behaviour problems in school. D) are likely to be promoted a grade in school. QuestionID: 14-1-93 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: B) tend to get lower grades in school. 94. Jimmy was abused as a child. He is A) likely to be overly aggressive with his peers. B) as likely as nonabused children to have good relations with his peers. C) no more likely than nonabused children to have behaviour problems in school. D) likely to have emotional problems as a child, but not as an adult. QuestionID: 14-1-94 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: A) likely to be overly aggressive with his peers. 95. Adults who were abused as children A) are less likely to be violent with their own children or spouses. B) are no more likely to consider suicide than adults who were not abused as children. C) are often depressed or anxious. D) typically no longer show any effects from the abuse. QuestionID: 14-1-95 Page-Reference: 441-447 Topic: Parenting and Family Relationships

Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: C) are often depressed or anxious. 96. Which of the following statements about child abuse is TRUE? A) Children are less likely to be abused in countries such as the U.S. and Canada where physical punishment is somewhat condoned. B) Parents without financial problems are just as likely as parents living in poverty to abuse their children. C) Maltreatment of older children is more common than maltreatment of younger children. D) Children are more likely to be abused when families are somewhat isolated from others. QuestionID: 14-1-96 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: D) Children are more likely to be abused when families are somewhat isolated from others. 97. Parents who abuse their children A) tend to have satisfying marital relationships. B) are usually severely disturbed. C) are unlikely to have ever been abused themselves as a child. D) often use ineffective parenting techniques. QuestionID: 14-1-97 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: D) often use ineffective parenting techniques. 98. Child abuse is more likely to occur when A) children are infants or preschoolers than when they are older. B) children are healthy. C) parents have frequent contact with and receive help from friends and relatives. D) parents have low expectations for their children. QuestionID: 14-1-98 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry?

Answer: A) children are infants or preschoolers than when they are older. 99. Who is most likely to be the target of abuse? A) a 2-year-old B) a 7-year-old C) a 10-year-old D) a 16-year-old QuestionID: 14-1-99 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: A) a 2-year-old 100. Children who ________ are more often abused. A) are older B) don't cry very often C) are frequently ill D) are healthy QuestionID: 14-1-100 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: C) are frequently ill 101. Which of the following would help prevent child maltreatment? A) Teaching parents to use an authoritarian parenting style. B) Encouraging the use of physical punishment to discipline children. C) Teaching parents not to depend on others for support. D) Changing North American attitudes toward "acceptable" levels of punishment and poverty. QuestionID: 14-1-101 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: D) Changing North American attitudes toward "acceptable" levels of punishment and poverty. 102. Interactions with peers begin at approximately ________ of age. A) 2 months

B) 6 months C) 18 months D) 2 years QuestionID: 14-1-102 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: B) 6 months 103. Which of the following is typically the first sign of peer interaction? A) associative play B) parallel play C) pointing or smiling at a peer D) make-believe play QuestionID: 14-1-103 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) pointing or smiling at a peer 104. Soon after the first birthday, children commonly engage in A) cooperative play. B) pretend play. C) parallel play. D) role-playing. QuestionID: 14-1-104 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) parallel play. 105. Parallel play involves A) pretending. B) assigning different roles for each child to play.

C) playing alone but maintaining interest in what other children are doing. D) complex social and cognitive skills so it is not found in toddlers. QuestionID: 14-1-105 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) playing alone but maintaining interest in what other children are doing. 106. Maleah and Mara are sitting at a table playing with play dough. They are each playing alone, but occasionally look to see what the other is doing. Maleah and Mara are engaged in A) parallel play. B) associative play. C) cooperative play. D) Make-believe play. QuestionID: 14-1-106 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) parallel play. 107. Associative play usually begins at about A) 15 to 18 months. B) 2 to 3 years. C) 4 to 5 years. D) 6 to 7 years. QuestionID: 14-1-107 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) 15 to 18 months. 108. When children engage in similar activities, talk or smile at one another, and offer each other toys it is referred to as A) associative play.

B) parallel play. C) make-believe play. D) cooperative play. QuestionID: 14-1-108 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) associative play. 109. Laura and Kyle are sitting next to each other and are drawing pictures. Periodically, they will trade crayons and comment on the other's picture. This is an example of A) parallel play. B) associative play. C) cooperative play. D) pretend play. QuestionID: 14-1-109 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: B) associative play. 110. Cooperative play is usually first seen around ________ of age. A) 1 year B) 2 years C) 4 years D) 5 years QuestionID: 14-1-110 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: B) 2 years 111. In ________ play, children organize their play around a distinct theme and take on special roles based on the theme.

A) parallel B) associative C) cooperative D) nonsocial QuestionID: 14-1-111 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) cooperative 112. Playing "hide-and-seek" is an example of A) make-believe play. B) associative play. C) parallel play. D) cooperative play. QuestionID: 14-1-112 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: D) cooperative play. 113. Ricky and Kyle are building a castle of blocks together in their kindergarten class. Ricky is building the turrets and Kyle is building the moat. This interaction illustrates A) imitation. B) parallel play. C) pretend play. D) cooperative play. QuestionID: 14-1-113 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: D) cooperative play. 114. Nineteen-month-old Arden is likely to spend most of her time in

A) parallel play. B) make-believe play. C) associative play. D) cooperative play. QuestionID: 14-1-114 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) associative play. 115. As children go through the preschool years, ________ play becomes less common and ________ play becomes more common. A) parallel; cooperative B) cooperative; associative C) make-believe; parallel D) cooperative; parallel QuestionID: 14-1-115 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) parallel; cooperative 116. ________ play is often useful in helping children explore fearful topics. A) Make-believe B) Parallel C) Cooperative D) Associative QuestionID: 14-1-116 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) Make-believe 117. Make-believe play

A) is not related to the values of a child's culture. B) is not a common part of preschoolers' play. C) allows children to explore topics that frighten them. D) does not involve imaginary companions. QuestionID: 14-1-117 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) allows children to explore topics that frighten them. 118. Preschoolers with imaginary companions A) have fewer real friends than other preschoolers. B) are more sociable than other preschoolers. C) cannot distinguish fantasy and reality as well as other preschoolers. D) have developmental problems. QuestionID: 14-1-118 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: B) are more sociable than other preschoolers. 119. Four-year-old Mariana has an imaginary friend. Mariana A) is an unusual preschooler. B) probably has few real playmates. C) is likely to adjust better during adolescence than preschoolers who don't have imaginary friends. D) has a developmental disorder. QuestionID: 14-1-119 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) is likely to adjust better during adolescence than preschoolers who don't have imaginary friends. 120. Young children's play is more likely to be cooperative when A) children are two years old than when they are six years old.

B) parents are present. C) parents are not present. D) children are insecurely attached to their mother. QuestionID: 14-1-120 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: B) parents are present. 121. When parents attempt to mediate conflicts that arise between two young children who are playing A) the children will have greater difficulty solving conflicts on their own. B) the children will become less cooperative with each other. C) the children will play more cooperatively and longer. D) it will have no effect on the children's play behaviour. QuestionID: 14-1-121 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) the children will play more cooperatively and longer. 122. Which of the following is TRUE of the influence that parents have on peer relationships? A) Parental mediation during play leads to more cooperative play and longer play between children. B) The quality of the child's attachment to parents is not related to the child's quality of interaction with peers. C) Parents have a direct influence, but not an indirect influence, on peer interactions. D) Parents' use of more advanced forms of play usually does not influence their children's level of play. QuestionID: 14-1-122 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) Parental mediation during play leads to more cooperative play and longer play between children. 123. Solitary play A) indicates a problem if it consists of wandering aimlessly around the room.

B) is not a problem if children hover and watch other children play. C) such as drawing, assembling blocks, or solving puzzles is a sign of social maladjustment. D) is always an indication of unhealthy peer relations. QuestionID: 14-1-123 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) indicates a problem if it consists of wandering aimlessly around the room. 124. Who is likely to have the best relationships with peers? A) Jessie, who has an avoidant attachment relationship with her mother B) Tyler, who has a resistant attachment relationship with his mother C) Patrick, who has a disorganized attachment relationship with his mother D) Shelby, who has a secure attachment relationship with her mother QuestionID: 14-1-124 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: D) Shelby, who has a secure attachment relationship with her mother 125. Which of the following statements most accurately describes the relation between attachment to the mother as an infant and later peer relationships? A) Securely attached children tend to have more successful relationships with peers. B) Insecurely attached children tend to have more emotionally satisfying relationships with peers. C) Insecurely attached infants tend to form peer relationships earlier than securely attached infants. D) Security of attachment to the mother is unrelated to relationships with peers. QuestionID: 14-1-125 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A) Securely attached children tend to have more successful relationships with peers. 126. The activity that school-age children do most frequently with peers is A) noncontact sports.

B) acting silly. C) conversing. D) academic activities. QuestionID: 14-1-126 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) conversing. 127. When children playfully chase, punch, kick, shove, fight, and wrestle with peers, it is referred to as A) cooperative play. B) simple social play. C) rough-and-tumble play. D) solitary play. QuestionID: 14-1-127 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: C) rough-and-tumble play. 128. Which of the following is the most important component of friendships for preschool and younger elementary-school children? A) loyalty B) intimacy C) trust D) enjoy playing together QuestionID: 14-1-128 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: D) enjoy playing together 129. Friendships during adolescence A) are no different from those of younger children. B) are not as important as friendships in younger children.

C) do not place an emphasis on loyalty. D) are characterized by intimacy and trust. QuestionID: 14-1-129 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: D) are characterized by intimacy and trust. 130. For which pair of friends is intimacy most likely to be an important part of their friendship? A) Timmy and Jordan, 5-year-old boys B) Caitlin and Alyssa, 6-year-old girls C) Ulyana and Olesia, 13-year-old girls D) Brad and Michael, 14-year-old boys QuestionID: 14-1-130 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: C) Ulyana and Olesia, 13-year-old girls 131. Who is most likely to rely on friends rather than family for emotional support? A) 7-year-old Adam B) 10-year-old Abe C) 14-year-old Damian D) neither Adam, Abe, nor Damian is likely to rely on friends instead of family QuestionID: 14-1-131 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: C) 14-year-old Damian 132. Elly is an black girl who is 8 years old. Who is most likely to be her friend? A) John, a black boy who is 10 years old B) Leah, a Chinese girl who is 8 years old C) Sholonda, a black girl who is 8 years old D) Lara, a black girl who is 10 years old QuestionID: 14-1-132

Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: C) Sholonda, a black girl who is 8 years old 133. Children typically choose children who are ________ to be their friends. A) older than they are B) younger than they are C) the opposite of themselves D) like themselves QuestionID: 14-1-133 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: D) like themselves 134. Interracial friendships A) are more common when school classes are large. B) occur more often when children attend segregated schools. C) are more common when they are encouraged by teachers. D) are more common when children's neighbourhoods are ethnically diverse. QuestionID: 14-1-134 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: D) are more common when children's neighbourhoods are ethnically diverse. 135. Jennifer and Mike are concerned because their son Stephen has developed friendships only with other European Canadian boys like himself. They would like him to have a more diverse group of friends. What could they do to make it more likely that he would develop interracial friendships? A) Move to an ethnically diverse neighbourhood in a school district where classes are small and contain children from different ethnic groups. B) Move to a ethnically diverse neighbourhood in a school district where classes are large and contain children from different ethnic groups. C) Move to a segregated neighbourhood in a school district where classes are small and contain children from different ethnic groups. D) Move to a segregated neighbourhood in a school district where classes are large and contain children from different ethnic groups.

QuestionID: 14-1-135 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: A) Move to an ethnically diverse neighbourhood in a school district where classes are small and contain children from different ethnic groups. 136. John is a Chinese male who is interested in cars, plays tennis, and does well in school. Who is most likely to be his friend? A) Julio, a white male who plays tennis and gets good grades in school B) Julie, a Chinese female who doesn't do well in school C) Jules, a white male who loves cars and does well in school D) Julius, a white male who likes cars and tennis. QuestionID: 14-1-136 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: D) Julius, a white male who likes cars and tennis. 137. Compared to children who lack friends, children with good friends A) have higher self-esteem. B) are more likely to be depressed. C) are more likely to be lonely. D) are less willing to share and cooperate with others. QuestionID: 14-1-137 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: A) have higher self-esteem. 138. Lon's parents are worried about him because he doesn't seem to have any good friends. What could you tell them about children without friends? A) Having friends doesn't have any significant benefits other than occasionally keeping children from being lonely. B) Children without friends are the same as children with friends in terms of being cooperative and sharing with others. C) Children without friends have a harder time dealing with life stresses.

D) Children without friends usually have high self-esteem. QuestionID: 14-1-138 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: C) Children without friends have a harder time dealing with life stresses. 139. Having good friends is associated with A) lower rates of depression. B) low self-esteem. C) greater difficulty coping with stressful situations. D) lower rates of prosocial behaviour. QuestionID: 14-1-139 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: A) lower rates of depression. 140. What is true about co-rumination? A) Boys engage in co-rumination more than girls. B) Co-rumination weakens girls' friendships. C) Co-rumination may put girls at risk for greater depression and anxiety. D) Co-rumination is linked to less intimacy in friendships. QuestionID: 14-1-140 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: C) Co-rumination may put girls at risk for greater depression and anxiety. 141. In Canada, teen pregnancy rates vary by province. In 2010 Nunavut had the highest rates, followed by the Yukon and Manitoba. Prince Edward Island and Ontario have the lowest teen pregnancy rates. Among Canadian adolescents, Indigenous girls aged 15 to 19 are more likely to be mothers than nonIndigenous teenagers. Figures are highest for __________ young women, with 45 percent becoming mothers before they are twenty; this statistic for comparable non-Indigenous young women is 6 percent. A) Inuit B) Metis C) NunatuKavummiut

D) Sheridan QuestionID: 14-1-141 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: A) Inuit 142. Which of the following statements best describes teenage sexual behaviour? A) Thirty percent of 15- to 17-year old Canadians have had intercourse at least once. B) Most Canadian adolescents have had sexual intercourse. C) Canadian teens from different provinces or territories are equally likely to become pregnant. D) The rate of teen pregnancies is higher in Canada than the United States. QuestionID: 14-1-142 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: A) Thirty percent of 15- to 17-year old Canadians have had intercourse at least once. 143. What is true regarding sexual behaviour in adolescence? A) Adolescents with better executive functioning start having sex at younger ages. B) Adolescents exposed to harsh environments start having sex at older ages than those not exposed. C) Adolescents who have acquired more permissive attitudes toward sex are more likely to be sexually active. D) Adolescents who drink alcohol regularly are less likely to be sexually active. QuestionID: 14-1-143 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: C) Adolescents who have acquired more permissive attitudes toward sex are more likely to be sexually active. 144. In terms of reducing adolescent sexual behaviour, abstinence programs A) do not seem to work. B) are consistently effective. C) are never discussed in the news. D) help by teaching the biological aspects of sex.

QuestionID: 14-1-144 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: A) do not seem to work. 145. Which of the following is one of the reasons teens give for failing to use effective birth control? A) Teens say that they cannot afford contraceptives. B) Teens often know a lot about conception. C) Teens don't want to choose between different brands of contraceptives. D) Teens often believe that pregnancy "can't happen to them." QuestionID: 14-1-145 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: D) Teens often believe that pregnancy "can't happen to them." 146. What type of program is most effective at reducing adolescent sexual behaviour and teen pregnancy? A) one that focuses primarily on abstinence B) a comprehensive program that teaches the biological aspects of sex and emphasizes responsible sexual behaviour or abstaining from premarital sex C) one that does not tell adolescents about the facts of conception D) no programs have been found to be effective QuestionID: 14-1-146 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: B) a comprehensive program that teaches the biological aspects of sex and emphasizes responsible sexual behaviour or abstaining from premarital sex 147. Which of the following probably has a role in the development of sexual orientation? A) Sons become gay when they have a domineering mother and a weak father. B) Heredity and hormones seem to influence sexual orientation. C) Girls are more likely to become lesbians if their fathers are their primary role models. D) Children who are raised by gay and lesbian parents usually become gay or lesbian themselves. QuestionID: 14-1-147

Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: B) Heredity and hormones seem to influence sexual orientation. 148. Current research suggests that sexual orientation is most clearly influenced by A) having a domineering mother and a weak father. B) being raised by lesbian or gay parents. C) being seduced by an older person of the same sex. D) heredity and hormones. QuestionID: 14-1-148 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: D) heredity and hormones. 149. Understanding of gender identity is now seen not so much as a dichotomy (i.e., male versus female), but as more varied, hence the term _______________. A) monogamy B) hierarchy C) clique D) LGBTQ2S+ QuestionID: 14-1-149 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: D) LGBTQ2S+ 150. Blythe, Amy, Candi, and Holly are all 12-year-old white girls who are good friends. They enjoy spending time together and tend to dress alike and act alike. The four girls would be considered A) a clique. B) a crowd. C) a dominance hierarchy. D) unusual. QuestionID: 14-1-150 Page-Reference: 458-460 Topic: Peer Relationships and Influences

Skill: Applied Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A) a clique. 151. In what way does a crowd differ from a clique? A) A crowd is a larger group than a clique. B) A crowd is a smaller group than a clique. C) Members of a crowd tend to have similar interests, but members of a clique do not. D) Crowds are common during adolescence, but cliques are not. QuestionID: 14-1-151 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A) A crowd is a larger group than a clique. 152. A ________ is a large group of older children or adolescents that have similar values and attitudes and are known by a common label. A) crowd B) clique C) dominance hierarchy D) class QuestionID: 14-1-152 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A) crowd 153. Which adolescent is likely to have the highest self-esteem? A) James, who is in a high-status crowd B) Evan, who is in a medium-status crowd C) Derrick, who is in a low-status crowd D) Dustin, who is not a member of a crowd QuestionID: 14-1-153 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence?

Answer: A) James, who is in a high-status crowd 154. Who is MOST likely to be in a crowd that uses drugs? A) Tony, whose parents emphasize achievement. B) Sying, whose parents are neglectful and permissive. C) Greg, whose parents include him in joint decision-making. D) Joanna, whose parents are warm and controlling. QuestionID: 14-1-154 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: B) Sying, whose parents are neglectful and permissive. 155. Children whose parents use an ________ parenting style are most likely to be in a crowd that endorses adult standards of behaviour. A) indulgent-permissive B) indifferent-uninvolved C) authoritarian D) authoritative QuestionID: 14-1-155 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: D) authoritative 156. In groups with a dominance hierarchy, A) all members have equal status. B) there is an increased incidence of conflict. C) members are usually unsure of their status within the group. D) there is a leader to whom all other group members defer. QuestionID: 14-1-156 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: D) there is a leader to whom all other group members defer. 157. In groups of young boys, the leader is most often determined on the basis of

A) physical power. B) grades in school. C) attractiveness. D) creativity. QuestionID: 14-1-157 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A) physical power. 158. When dominance hierarchies form in girls' groups, the girls at the top of the hierarchy A) are the smartest. B) have the skills that are the most valuable to the group. C) are the most intimidating physically. D) are the friendliest. QuestionID: 14-1-158 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: B) have the skills that are the most valuable to the group. 159. In a group of girls who formed an informal tennis club, the leader of the group is most likely to be A) Lela, who is the most talkative B) Casey, who is the best tennis player C) Jenny, who is the nicest D) Lacey, who is the strongest QuestionID: 14-1-159 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: B) Casey, who is the best tennis player 160. Peer groups are most likely to exert influence A) when the appropriate behaviour is clear and well-defined. B) in subjective areas such as preferences in music and clothing. C) on clearly antisocial behaviours such as stealing. D) in unambiguous situations.

QuestionID: 14-1-160 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: B) in subjective areas such as preferences in music and clothing. 161. Taissa is most likely to yield to peer pressure when trying to decide A) what kind of clothes to buy. B) whether to shoplift. C) whether to go to college. D) what church to attend. QuestionID: 14-1-161 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A) what kind of clothes to buy. 162. Peer pressure is most powerful when standards for appropriate behaviour are A) high. B) moderate. C) low. D) not clear-cut. QuestionID: 14-1-162 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: D) not clear-cut. 163. What is true about peer pressure? A) It is an irresistible, harmful force. B) Most adolescents go along with their peers, even if it means acting in ways that are clearly antisocial. C) Resistance to peer pressure decreases from mid to late adolescence. D) Peer influence is stronger when youth are younger and more socially anxious. QuestionID: 14-1-163 Page-Reference: 458-460 Topic: Peer Relationships and Influences

Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: D) Peer influence is stronger when youth are younger and more socially anxious. 164. While any adolescent may become a member of a gang, one particular issue in Canada is the involvement of Indigenous youth in gang activity. As with other issues for Indigenous Peoples, historical factors such as loss of community and culture, and over-representation in institutionalized care are prominent risk factors. Thus, what must be considered in Indigenous youth engagement with gangs? A) the amount of money earned B) the friendships formed and quality thereof C) the larger system of social distress D) the clothing worn by the gang QuestionID: 14-1-164 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: C) the larger system of social distress 165. Dominic is well-liked by many of his classmates. Dominic would best be described as A) average. B) controversial. C) popular. D) neglected. QuestionID: 14-1-165 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: C) popular. 166. ________ children are disliked by many classmates. A) Popular B) Rejected C) Controversial D) Neglected QuestionID: 14-1-166 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual

Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) Rejected 167. Class opinion is split about Shannon. Some of her classmates really like her, but others can't stand her. Shannon would be considered A) rejected. B) average. C) popular. D) controversial. QuestionID: 14-1-167 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: D) controversial. 168. Average children are A) ignored by classmates. B) liked and disliked by some classmates, but not with a high level of intensity. C) liked by many classmates. D) disliked by many classmates. QuestionID: 14-1-168 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) liked and disliked by some classmates, but not with a high level of intensity. 169. ________ children are neither liked nor disliked by classmates and often ignored. A) Popular B) Controversial C) Average D) Neglected QuestionID: 14-1-169 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: D) Neglected

170. Who is most likely to be popular with other children? A) Allan, who is aggressive B) Sean, who often breaks rules C) Darby, who is socially skilled D) Elana, who has poor self-control QuestionID: 14-1-170 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: C) Darby, who is socially skilled 171. Which of the following is one of the characteristics sometimes associated with popular boys? A) physically aggressive B) unfriendly C) uncooperative D) unskilled academically and socially QuestionID: 14-1-171 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A) physically aggressive 172. Popular children are A) not skilled at initiating social interactions. B) less skillful at communicating. C) unskilled at assessing and monitoring their own social impact. D) good at integrating themselves into an ongoing conversation or play session. QuestionID: 14-1-172 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: D) good at integrating themselves into an ongoing conversation or play session. 173. Your young neighbour looks up to you as an older, wiser person and asks you what she can do to be popular with other children. You tell her, A) "Be aggressive."

B) "Be friendly and cooperative." C) "Don't get good grades in school." D) "Wait for other children to initiate social interactions." QuestionID: 14-1-173 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) "Be friendly and cooperative." 174. Hostile aggressive behaviour is more often characteristic of ________ children. A) popular B) rejected C) average D) neglected QuestionID: 14-1-174 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) rejected 175. Being ________ is characteristic of popular children in North America and in most other cultures around the world. A) socially skilled B) assertive C) direct D) shy QuestionID: 14-1-175 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A) socially skilled 176. Rejected children are A) less likely than other children to be aggressive. B) less disruptive in school. C) more likely to commit juvenile offenses. D) less likely than other children to drop out of school.

QuestionID: 14-1-176 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: C) more likely to commit juvenile offenses. 177. As a rejected child, Sogut is A) more likely to drop out of school. B) likely to do well academically. C) no more likely than popular children to suffer from psychopathology. D) more likely to conform to adult standards of behaviour. QuestionID: 14-1-177 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A) more likely to drop out of school. 178. Peer rejection is more common when parents A) have ineffective social skills. B) are friendly and cooperative with others. C) consistently discipline their children. D) are loving and affectionate with their children. QuestionID: 14-1-178 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A) have ineffective social skills. 179. Grant's father often responds to interpersonal conflict with intimidation or aggression. If Grant imitates his father's behaviour, Grant is likely to be A) popular with other children. B) rejected by other children. C) ignored by other children. D) intensely liked by some children and intensely disliked by other children. QuestionID: 14-1-179 Page-Reference: 460-462

Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) rejected by other children. 180. Rejected children A) often have parents who model effective social skills. B) often have parents who are inconsistent in their discipline. C) often have effective social skills but are rejected for other reasons. D) are rejected because they are smarter than their classmates. QuestionID: 14-1-180 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) often have parents who are inconsistent in their discipline. 181. What is true about children who are rejected by their peers? A) Their parents were likely consistent with discipline. B) With improved social skills (through training for example), rejection becomes less likely. C) Children who are rejected cannot be taught how to initiate interaction or communicate clearly. D) Children who are rejected are no more likely to suffer from psychopathology than those who are not rejected. QuestionID: 14-1-181 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) With improved social skills (through training for example), rejection becomes less likely. 182. Which of the following statements concerning the effects of nonparental childcare on children is TRUE? A) Nonparental childcare is associated with an increased risk of insecure attachment, even with high quality childcare. B) When children receive high-quality childcare, their cognitive and language development is more advanced. C) Children in nonparental childcare, regardless of the quality, are likely to be less ready for school. D) Multiple sources of nonparental childcare are better than one. QuestionID: 14-1-182 Page-Reference: 522

Topic: Influences of Society Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: B) When children receive high-quality childcare, their cognitive and language development is more advanced. 183. Latchkey children A) are likely to engage in antisocial behaviour. B) tend to show high levels of anxiety. C) are more dependent than children who are cared for by their mothers. D) need to be mature enough to handle the responsibility. QuestionID: 14-1-183 Page-Reference: 463-465 Topic: Influences of Society Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: D) need to be mature enough to handle the responsibility. 184. School-age children who care for themselves at home alone after school A) are often fearful. B) become more non-compliant. C) tend to have high levels of dependency. D) can care for themselves safely in the right circumstances. QuestionID: 14-1-184 Page-Reference: 463-465 Topic: Influences of Society Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: D) can care for themselves safely in the right circumstances. 185. When adolescents are employed over 20 hours per week during the school year, they A) improve their organizational skills and they get better grades in school. B) are more likely to experience anxiety and depression. C) save their money for long-term goals (e.g., a car, college tuition). D) learn the value of money. QuestionID: 14-1-185 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development?

Answer: B) are more likely to experience anxiety and depression. 186. Seth is a high school student who has recently begun working 20 hours per week. How is this experience likely to affect him? A) His grades are likely to go down. B) His self-esteem is likely to increase. C) He will probably develop realistic money-management strategies. D) He is less likely to use drugs. QuestionID: 14-1-186 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development? Answer: A) His grades are likely to go down. 187. What is true about part-time work for adolescents? A) Teenagers who are still in school should never work part-time. B) Teenagers who work long hours will learn how to manage their money. C) Young adults who had a stressful part-time job as an adolescent are better able to cope with stressful adult jobs. D) There are great ethnic differences when it comes to part-time employment and its effects. QuestionID: 14-1-187 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development? Answer: C) Young adults who had a stressful part-time job as an adolescent are better able to cope with stressful adult jobs. 188. Who is most likely to show the harmful effects of part-time work while in school? A) A teen who likes to tinker with cars, who spends Saturdays working in a repair shop, and sets aside some of his earnings for university. B) A teen who works 5 hours a week and enjoys the job. C) A teen who uses their extra earnings to pay for clothing and school expenses. D) A teen who spends 30 hours a week bagging groceries and spends most of it on CDs or videos. QuestionID: 14-1-188 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development?

Answer: D) A teen who spends 30 hours a week bagging groceries and spends most of it on CDs or videos. 189. Economically advantaged neighbourhoods are more likely to have positive effects on children's development because A) children have less access to good schools in these neighbourhoods. B) children in these neighbourhoods are monitored less by neighbours. C) these neighbourhoods are less likely to contain libraries. D) parents in these neighbourhoods may have less stress and, therefore, more effective parenting. QuestionID: 14-1-189 Page-Reference: 467-470 Topic: Influences of Society Skill: Factual Objective: 14.3.3. How are children influenced by their neighbourhoods? Answer: D) parents in these neighbourhoods may have less stress and, therefore, more effective parenting. 190. Which of the following statements about the ways in which neighbourhoods affect children and adolescents is TRUE? A) Economically advantaged neighbourhoods are more likely to be close-knit and provide more monitoring of neighbourhood children. B) Adults in economically advantaged neighbourhoods have more stress, which leads to less effective parenting. C) Children growing up in economically disadvantaged neighbourhoods have access to more resources. D) Children who live in economically disadvantaged neighbourhoods do as well in school as children in economically advantaged neighbourhoods. QuestionID: 14-1-190 Page-Reference: 467-470 Topic: Influences of Society Skill: Factual Objective: 14.3.3. How are children influenced by their neighbourhoods? Answer: A) Economically advantaged neighbourhoods are more likely to be close-knit and provide more monitoring of neighbourhood children. 191. What is true about the family economic stress model (FESM)? A) It fails to explain how poverty-induced stress can affect children's development. B) According to the FESM, poverty harms children's development because parents struggling to make ends meet might become depressed and parent less effectively. C) The outcomes predicted by the FESM were not actually supported by the research. D) The research findings from the studies testing the FESM have shown that economic and relationship issues are completely independent from one another. QuestionID: 14-1-191

Page-Reference: 467-470 Topic: Influences of Society Skill: Factual Objective: 14.3.3. How are children influenced by their neighbourhoods? Answer: B) According to the FESM, poverty harms children's development because parents struggling to make ends meet might become depressed and parent less effectively. 192. Which of the following is a factor associated with successful schools? A) Academic excellence is not the primary goal of the school. B) The school climate is safe and nurturing. C) Parents leave the teaching to the teachers and stay out of the school. D) Progress of students, teachers, and programs is not carefully monitored as that monitoring can be stifling. QuestionID: 14-1-192 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: B) The school climate is safe and nurturing. 193. Students learn the most when teachers A) spend a lot of time disciplining students. B) don't spend very much time on a single topic. C) emphasize active learning. D) discourage peer tutoring. QuestionID: 14-1-193 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: C) emphasize active learning. 194. Students show better school performance when their school A) has parents who do not interfere with the activities at school. B) does not put too much emphasis on academic achievement. C) does not waste time monitoring teachers and programs. D) provides a safe and nurturing climate. QuestionID: 14-1-194 Page-Reference: 470-473 Topic: Influences of Society

Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: D) provides a safe and nurturing climate. 195. Which of the following is most likely to be an effective teacher? A) someone who believes that the learning process should be a passive one B) someone who has good classroom management skills C) someone who presents the material at a rapid pace so students don't become bored D) someone who feels that students are responsible for their own learning QuestionID: 14-1-195 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: B) someone who has good classroom management skills 196. Peer tutoring A) only helps the students who receive the tutoring. B) decreases the motivation for school work in the tutors. C) leads to improvements for both the tutors and the tutees. D) does not help either the tutor or tutee. QuestionID: 14-1-196 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: C) leads to improvements for both the tutors and the tutees. Chapter 14 True-False Questions 1. Census family structure refers to the classification of census families into married couples (with or without children of either or both spouses), common-law couples (with or without children of either or both partners), and lone-parent families by sex of parent. A couple may be of opposite or same sex. "Children" in a census family include grandchildren living with their grandparent(s) but with no parents present. a True b False QuestionID: 14-2-01 Page-Reference: 419-428 Topic: Parenting and Family Relationships

Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 2. Major issues arose in family systems of Indigenous Peoples in the mid-twentieth century due to changes in lifestyle. As Marlene Castellano noted in her major report on family trends for the Vanier Institute of the Family: "Until the 1950s . .. First Nations people lived predominantly on reserves socially separated from non-Aboriginal people ...", but then "[b]y the 1960s significant numbers of First Nations and Métis people were moving to towns and cities in search of employment." a True b False QuestionID: 14-2-02 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 3. For Indigenous children, keeping the children within their community is particularly important because it can maintain cultural identity. It has been argued that "individual identity is inseparable from the collective identity of Aboriginal people." a True b False QuestionID: 14-2-03 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 4. According to the systems view of families, parents influence their children, but children do not influence their families. a True b False QuestionID: 14-2-04 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development?

Answer: b. False 5. Researchers sometimes describe parenting in terms of two general dimensions: warmth and control. a True b False QuestionID: 14-2-05 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 6. When the dimensions of warmth and control are combined, the result is six prototypic styles of parenting. a True b False QuestionID: 14-2-06 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 7. Children often have low self-esteem when parents are authoritarian. a True b False QuestionID: 14-2-07 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 8. When parents have reasonable expectations for their children and monitor their activity, their children tend to be better adjusted. a True b False QuestionID: 14-2-08 Page-Reference: 419-428

Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 9. Authoritarian parents explain rules and encourage discussion. a True b False QuestionID: 14-2-09 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 10. Children of authoritarian parents are often unhappy and frequently are overly aggressive. a True b False QuestionID: 14-2-10 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 11. Children of authoritative parents are often impulsive and have little self-control. a True b False QuestionID: 14-2-11 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 12. Parents with lower socioeconomic status tend to be more controlling and more punitive, characteristics associated with the authoritarian style of parenting. a True b False

QuestionID: 14-2-12 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 13. Parents in China are less likely to emphasize parental control and are more likely to express affection than are parents in North America. a True b False QuestionID: 14-2-13 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 14. Children whose parents use direct instruction and coaching tend to be more socially skilled and to have better relationships with their peers. a True b False QuestionID: 14-2-14 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 15. Observational learning can produce counterimitation. a True b False QuestionID: 14-2-15 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True

16. Punishment works best when it is administered hours after an undesired behaviour occurs. a True b False QuestionID: 14-2-16 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 17. Children often learn what NOT to do by witnessing someone else being punished for that behaviour. a True b False QuestionID: 14-2-17 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 18. Punishment can have undesirable side effects. Children become upset as they are being punished, which means they often miss the feedback that punishment is meant to convey. a True b False QuestionID: 14-2-18 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 19. Heather asks her daughter, Emerson, to pick up her toys. Emerson starts whining so much that Heather, annoyed and tired, gives in and says, "Fine, you can do it later!" This is an example of the positive reinforcement trap. a True b False QuestionID: 14-2-19 Page-Reference: 419-428

Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 20. Time-out is punishing because it interrupts the child's ongoing activity. a True b False QuestionID: 14-2-20 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 21. After time-out, parents should explain to the child why he/she was punished and what he/she should have done instead. a True b False QuestionID: 14-2-21 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 22. If parents solve their conflicts constructively, conflict can actually be positive for children, because it shows that their family is cohesive and able to withstand life's problems. a True b False QuestionID: 14-2-22 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 23. Work-related stress is linked to less effective parenting. a True

b False QuestionID: 14-2-23 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 24. As children grow older, their parents control them more. a True b False QuestionID: 14-2-24 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: b. False 25. During the COVID-19 "lockdowns" of 2020 there were many media reports of increasing marital conflict and family violence, when family members were stuck in close proximity and stressed adults became frustrated and angry. a True b False QuestionID: 14-2-25 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: a. True 26. Parenting behaviours and styles often evolve as a consequence of the child's temperament (and behaviour). a True b False QuestionID: 14-2-26 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.2. How do children help determine how parents rear them?

Answer: a. True 27. 1981, 56 percent of women were married and about 4 percent lived with a common-law partner; in 2011 the figures were 45 percent married and 11 percent living in a common-law union. By 2016 about 21 percent of couples were living common law. a True b False QuestionID: 14-2-27 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 28. About 71,000 Canadian marriages end in divorce each year. a True b False QuestionID: 14-2-28 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 29. Beginning in the second year after a divorce, most children start adjusting to their new circumstances. a True b False QuestionID: 14-2-29 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 30. Many of the effects of divorce are really caused by marital conflict before the divorce. a True b False

QuestionID: 14-2-30 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 31. In the 1990s, the negative consequences of divorce increased. a True b False QuestionID: 14-2-31 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 32. Children often adjust better to parental divorce if they live with the opposite-sex parent. a True b False QuestionID: 14-2-32 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 33. It has been proposed that one reason why boys fare better with their fathers after divorce is because boys are likely to become involved in negative reinforcement traps with their mothers. a True b False QuestionID: 14-2-33 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 34. Divorce is more harmful when it occurs during the preschool years than when it occurs during

adolescence. a True b False QuestionID: 14-2-34 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 35. Asking older children to mediate parental disputes during a divorce has not been shown to be harmful to children. a True b False QuestionID: 14-2-35 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 36. Supportive grandparents are very close to their grandchildren, are very involved in their lives, and frequently perform parental roles, including discipline. a True b False QuestionID: 14-2-36 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 37. Influential grandparents are similar to supportive grandparents, but they do not take on parental roles. a True b False QuestionID: 14-2-37 Page-Reference: 429-436 Topic: Parenting and Family Relationships

Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 38. Influential and supportive roles are more frequently taken by maternal grandparents than paternal grandparents. a True b False QuestionID: 14-2-38 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 39. Grandparents are more involved when they live near their grandchildren and when they have a few, rather than many, grandchildren. a True b False QuestionID: 14-2-39 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 40. Indigenous Canadian children whose grandmothers live with them are better off than those who live in single-parent families without grandparent involvement. a True b False QuestionID: 14-2-40 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 41. Children raised by gay and lesbian parents are very different from children raised by heterosexual parents.

a True b False QuestionID: 14-2-41 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: b. False 42. Traditionally in Indigenous cultures, women were leaders as much as men, and the wise older woman, a sort of "collective grandmother," was an important figure. a True b False QuestionID: 14-2-42 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: a. True 43. Parents have more realistic expectations and are more relaxed in their discipline with laterborn children. a True b False QuestionID: 14-2-43 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True 44. Firstborns are more popular with their peers and are more innovative than laterborns. a True b False QuestionID: 14-2-44 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual

Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: b. False 45. Laterborns are more likely to go to university and have higher scores on intelligence tests than firstborns. a True b False QuestionID: 14-2-45 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: b. False 46. Only children have lower levels of intelligence and are more immature than children with siblings. a True b False QuestionID: 14-2-46 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: b. False 47. Adopted children who are adopted at an older age or who experienced poor care before adoption are more likely to have problems such as antisocial behaviour and depression than other children. a True b False QuestionID: 14-2-47 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True

48. Between 1960 and 1990, more than 11,000 Indigenous children were adopted into non-Indigenous homes. a True b False QuestionID: 14-2-48 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True 49. Children may be distressed, sad and less responsive to parents when a younger sibling is born. a True b False QuestionID: 14-2-49 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True 50. Older siblings are a source of care and comfort for younger siblings when they are distressed or upset. a True b False QuestionID: 14-2-50 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True 51. Sibling relationships are more harmonious between siblings of the opposite sex than between siblings of the same sex. a True b False QuestionID: 14-2-51

Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: b. False 52. Sibling relationships improve as the younger sibling reaches adolescence. a True b False QuestionID: 14-2-52 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: a. True 53. When siblings fight, parents should not interfere and should let them work things out on their own. a True b False QuestionID: 14-2-53 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: b. False 54. Children exposed to maltreatment tend to have poor relationships with peers, often because they are too aggressive. a True b False QuestionID: 14-2-54 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: a. True

55. Countries that accept physical punishment have lower rates of child abuse. a True b False QuestionID: 14-2-55 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: b. False 56. Parents who maltreat their children often have unrealistically high expectations for their children. a True b False QuestionID: 14-2-56 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: a. True 57. Stepchildren are more prone to abuse and neglect than biological children. a True b False QuestionID: 14-2-57 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: a. True 58. Maltreatment and abuse can be cut in half when families participate for two or more years in intervention programs that include preschool education and family support. a True b False QuestionID: 14-2-58 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual

Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: a. True 59. Being exposed to family violence can actually affect neural responses, with fMRI brain scans showing increased reactivity, particularly in the amygdala, a brain area involved in emotional reactions to threat, when shown a picture of an angry adult face. a True b False QuestionID: 14-2-59 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: a. True 60. The first signs of peer interaction appear around six months of age. a True b False QuestionID: 14-2-60 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 61. The first signs of peer interaction include pointing to or smiling at another infant. a True b False QuestionID: 14-2-61 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 62. During parallel play children engage in similar activities, talk or smile at one another, and offer each other toys.

a True b False QuestionID: 14-2-62 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 63. Zahara and Ethan are both 12 months old. On a playdate, they are playing alone but still watching each other play. This is known as parallel play. a True b False QuestionID: 14-2-63 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 64. Throughout the preschool years, parallel play becomes less common. a True b False QuestionID: 14-2-64 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 65. Toward the first birthday, cooperative play begins. a True b False QuestionID: 14-2-65 Page-Reference: 447-451 Topic: Peer Relationships and Influences

Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 66. Cultural values don't appear to influence the emergence or content of make-believe play. a True b False QuestionID: 14-2-66 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 67. Imaginary playmates are a sign of possible developmental problems. a True b False QuestionID: 14-2-67 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 68. Wandering aimlessly is one type of unhealthy solitary play. a True b False QuestionID: 14-2-68 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 69. Children play less cooperatively when parents mediate play.

a True b False QuestionID: 14-2-69 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 70. When parents use the opportunity of being their child's playmate to scaffold their children's play, they often raise it to more sophisticated levels. a True b False QuestionID: 14-2-70 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: a. True 71. Children tend to get along worse with their peers in elementary school than they did when they were younger. a True b False QuestionID: 14-2-71 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: b. False 72. Adolescents are more likely to turn to friends than family members for support. a True b False QuestionID: 14-2-72 Page-Reference: 451-455

Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: a. True 73. Interethnic friendships are more likely to form in large classes. a True b False QuestionID: 14-2-73 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: b. False 74. Over time, friends become more similar in their attitudes and values. a True b False QuestionID: 14-2-74 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: a. True 75. Children with both same- and opposite-sex friendships do not differ from those who have only opposite-sex friendships. a True b False QuestionID: 14-2-75 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: b. False 76. Compared to children who lack friends, children with good friends have higher self-esteem, are less likely to be lonely and depressed, and more often act prosocially. a True

b False QuestionID: 14-2-76 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: a. True 77. The sexual behaviour of adolescents is a cause for concern because of the risk of teenage pregnancy. In Canada, statistics show a pregnancy rate of 7.7 per 1000 for girls aged 15 to 17, and 26.6 per 1000 for mothers in the 18- to 19-year-old age group. This is a substantial decline since the mid-1990s, when figures were in the mid- to high 40s per 1000 for girls aged 15 to 19. a True b False QuestionID: 14-2-77 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 78. Cultural factors influence romantic relationships. a True b False QuestionID: 14-2-78 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 79. By age 15, the majority of adolescent boys and girls in Canada will have had sexual intercourse at least once. a True b False QuestionID: 14-2-79 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual

Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: b. False 80. Most adolescents know the facts of conception. a True b False QuestionID: 14-2-80 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: b. False 81. Many adolescent girls do not believe that pregnancy could happen to them. a True b False QuestionID: 14-2-81 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 82. Teens who participate in programs that involve role-playing about sexual situations are more likely to abstain from intercourse or use contraceptives when they do have intercourse. a True b False QuestionID: 14-2-82 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 83. About 10 percent of teenage boys and girls identify their sexual orientation as gay or lesbian. a True b False QuestionID: 14-2-83

Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: b. False 84. Biology probably plays an important role in the development of one's sexual orientation. a True b False QuestionID: 14-2-84 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 85. Gay and lesbian youth often experience mental health problems including depression and anxiety. a True b False QuestionID: 14-2-85 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 86. Understanding of gender identity is now not so much as a dichotomy (i.e., male versus female), but as more varied, hence the term LGBTQ2S+. a True b False QuestionID: 14-2-86 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: a. True 87. Cliques are often part of a larger group that is called a crowd. a True

b False QuestionID: 14-2-87 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: a. True 88. Dominance hierarchies are uncommon in children's groups. a True b False QuestionID: 14-2-88 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: b. False 89. Most adolescents give in to peer pressure to behave in ways that are clearly antisocial. a True b False QuestionID: 14-2-89 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: b. False 90. Peer pressure is most powerful when the standards for appropriate behaviours are not clear-cut. a True b False QuestionID: 14-2-90 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: a. True

91. In the First Nations community of Hobbema, in Alberta, the Hobbema Community Cadet Corps was created specifically to provide a positive alternative to gang involvement. a True b False QuestionID: 14-2-91 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: a. True 92. Controversial children are both liked and disliked by classmates. a True b False QuestionID: 14-2-92 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: a. True 93. Smarter and more socially skilled children are more likely to be popular. a True b False QuestionID: 14-2-93 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: a. True 94. Occasionally, popular groups of children include physically aggressive boys who pick fights and relationally aggressive girls who manipulate social relationships. a True b False QuestionID: 14-2-94 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual

Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: a. True 95. The characteristics that are associated with popularity are the same across all cultures. a True b False QuestionID: 14-2-95 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: b. False 96. Peer rejection can be traced, at least in part, to parental influence. a True b False QuestionID: 14-2-96 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: a. True 97. The most important factor in understanding the impact of child care is the quality of the care that children receive: better care is linked to better outcomes. a True b False QuestionID: 14-2-97 Page-Reference: 463-465 Topic: Influences of Society Skill: Factual Objective: 14.3.1. How are children affected by nonparental childcare? Answer: a. True 98. Latchkey children are more anxious and dependent than children who are cared for by a parent. a True b False QuestionID: 14-2-98

Page-Reference: 463-465 Topic: Influences of Society Skill: Factual Objective: 14.3.1. How are children affected by nonparental childcare? Answer: b. False 99. Adolescents who spend their after-school time away from home, unsupervised, are more likely to get into trouble. a True b False QuestionID: 14-2-99 Page-Reference: 463-465 Topic: Influences of Society Skill: Factual Objective: 14.3.1. How are children affected by nonparental childcare? Answer: a. True 100. Adolescents who work over 20 hours per week during the school year do not differ from their unemployed peers with regards to mental health and behavioural problems. a True b False QuestionID: 14-2-100 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development? Answer: b. False 101. Many of the harmful effects associated with part-time employment during the school year also exist for summer employment. a True b False QuestionID: 14-2-101 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development? Answer: b. False

102. Part-time work can be harmful for many adolescents, for several reasons, but it does increase school performance and grades. a True b False QuestionID: 14-2-102 Page-Reference: 465-467 Topic: Influences of Society Skill: Factual Objective: 14.3.2. What is the impact of part-time employment on children's development? Answer: b. False 103. Researchers agree that neighbourhoods themselves influence children's behaviour directly. a True b False QuestionID: 14-2-103 Page-Reference: 467-470 Topic: Peer Relationships and Influences Skill: Factual Objective: 14.3.3. How are children influenced by their neighbourhoods? Answer: b. False 104. In the Family Economic Stress Model (FESM), poverty harms children's development because parents struggling to make ends meet may become depressed and therefore parent less effectively. a True b False QuestionID: 14-2-104 Page-Reference: 467-470 Topic: Influences of Society Skill: Factual Objective: 14.3.3. How are children influenced by their neighbourhoods? Answer: a. True 105. Student success in school is not related to parental involvement in the school. a True b False QuestionID: 14-2-105 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual

Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: b. False 106. Students are more likely to succeed in schools where the climate is safe and nurturing. a True b False QuestionID: 14-2-106 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: a. True 107. Students are more likely to succeed in school where the progress of students, teachers, and programs is monitored. a True b False QuestionID: 14-2-107 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: a. True 108. Students learn the most when teachers assume that students are responsible for their own learning. a True b False QuestionID: 14-2-108 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: b. False 109. Only the students being tutored learn something when peer tutoring is used. a True b False QuestionID: 14-2-109

Page-Reference: 470473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: b. False 110. Good teachers use passive, rather than active, teaching methods. a True b False QuestionID: 14-2-110 Page-Reference: 470-473 Topic: Influences of Society Skill: Factual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: b. False Chapter 14 Essay Questions 1. Name and describe Baumrind's four parenting styles. QuestionID: 14-3-01 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A good answer will include the following key points: - Authoritarian parenting combines high control with little warmth. Parents make the rules and expect them to be obeyed without discussion. These parents value hard work, respect, and obedience. - Authoritative parenting combines a fair degree of parental control with being warm and responsive to children. These parents give explanations for rules and encourage discussion. - Permissive parents are warm and caring but exert little control over their children. These parents pay attention to their children but rarely punish them. - Uninvolved parents are neither warm nor controlling. They provide for their children's basic physical and emotional needs but little else. They try to minimize the time spent with their children and avoid becoming emotionally involved with them. 2. You and your spouse want to use a consistent style of parenting in raising your son. Your spouse was raised in an authoritarian home where the children did as they were told without questioning. You were raised in an authoritative home in which your parents had firm rules but they could be flexible about these rules. Based on what you know about the outcomes of children from authoritarian and authoritative homes, which style of parenting would be the best for you and your spouse to choose? Explain your answer.

QuestionID: 14-3-02 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A good answer will be similar to the following: The authoritative style of parenting is consistently associated with positive developmental outcomes. Children of authoritative parents are more responsible, self-reliant, and friendly, and have higher marks. In contrast, children of authoritarian parents are often unhappy, have low self-esteem, and frequently are overly aggressive. Based on the research, authoritative parenting is the best style of parenting to choose. 3. Julie, who is a Canadian of European descent, and Jiang, who lives in China, met while cruising the Pacific and, as they got to know each other, they started comparing their cultures. When they got to the topic of parenting behaviour, what differences between their two cultures would you expect them to discover? QuestionID: 14-3-03 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development? Answer: A good answer will be similar to the following: Julie is likely to report that parents in her culture want their children to be happy and self-reliant, and that most parents think the best way to achieve that goal is to be warm and exert moderate control over children. Jiang, however, is likely to tell a slightly different story. Parents in China, as in many other Asian and Latin American countries, put less value on individualism and more importance on cooperation and collaboration. Confucian principles say that parents are always right, and that emotional restraint is the key to family harmony. So, Chinese parents tend to be less warm towards their children and more controlling than American parents. 4. You and your fiancé want to determine whether you are truly compatible before you get married and so have been discussing your ideas about parenting. Your fiancé tells you that when he was a child, his parents used only one form of discipline—spanking—and because he seemed to turn out all right, that's how he plans to discipline his children. You, however, would prefer not to use physical punishment and, instead, want to rely more on reinforcement, time-out, and reasoning. How would you (1) explain these alternative parenting techniques to your fiancé and (2) tell him some of your concerns about the use of punishment? QuestionID: 14-3-04 Page-Reference: 419-428 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development?

Answer: A good answer will be similar to the following: - Reinforcement is any action that increases the likelihood of the response that it follows. When parents use reinforcement, they reward the behaviours that they want children to perform more often—behaviours like studying and being polite. Parents may use praise as reinforcement. - Time-out involves having a child who is misbehaving briefly sit alone in a quiet, unstimulating environment. Time-out is punishing because it interrupts the child's ongoing activity and isolates the child from other family members, toys, and other rewarding stimulation. During time-out, both parent and child usually calm down. When time-out is over, the parent should talk to the child and explain why the misbehaviour was not acceptable and what the child should do instead. Reasoning like this is effective because it emphasizes why a child was punished and how punishment can be avoided in the future. - Research suggests that punishment is not a very effective way to change children's behaviour. When punishment is used, children are told only what not to do. They don't learn new behaviours to replace those that were punished. Punishment also has some undesirable side effects. Children may become angry and upset when punished and that might interfere with their learning why they were punished. Also, children who are punished physically often imitate that behaviour and become aggressive with siblings and peers (because children learn a great deal through observational learning and counterimitation). Furthermore, when physical punishment is condoned, there is an increased risk of child abuse. 5. Discuss briefly two characteristics of children that influence how parents treat them. QuestionID: 14-3-05 Page-Reference: 428-429 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.2. How do children help determine how parents rear them? Answer: A good answer will include the following key points: - The two characteristics are age and temperament. - Age: Age-related changes in parenting are evident in the two basic dimensions of parental behaviour—warmth and control. - Warmth: Manifestation of parental affection changes with age, becoming more reserved as children develop. - Parental control: As children develop cognitively and are better able to make their own decisions, parents gradually relinquish control and expect children to assume more responsibility for themselves. - Temperament: A child's temperament can have a powerful effect on parental behaviour. - Parenting behaviour and styles often evolve as a consequence of the child's behaviour. - Influence is reciprocal: Children's behaviour helps determine how parents treat them and the resulting parental behaviour influences children's behaviour, which in turn causes parents to again change their behaviour. 6. Your friends Mark and Bianca are getting an amicable divorce. They have two sons and they want to do all that they can to provide the best circumstances for the adjustment of their sons. Based on the research on the adjustment to parental divorce, what suggestions would you give Mark and Bianca? QuestionID: 14-3-06 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Applied

Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A good answer will be similar to the following: - You could comment that it is good they're not fighting and in conflict, because research shows that chronic parental conflict is harmful to children; children and adolescents exposed to parental conflict often become anxious, withdrawn, and aggressive, and are more prone to chronic diseases and to be abusive in their own romantic relationships. - Fortunately, Mark and Bianca get along and they are concerned about their sons' adjustment to the divorce. Mark and Bianca should: * explain together to children why they are divorcing and what their children can expect to happen; * reassure children that they will always love them and will always be their parents; back up these words with actions by remaining involved in their children's lives, despite the increased difficulty of doing so; and * expect that their children will sometimes be angry or sad about the divorce; encourage children to discuss these feelings with them. They should not: * compete with each other for their children's love and attention; children adjust to divorce best when they maintain good relationships with both parents; * take out their anger with each other on their children; * criticize their ex-spouse in front of the children; or * ask children to mediate disputes; parents should work out problems without putting the children in the middle. 7. Name and briefly describe the five different styles of grandparenting. QuestionID: 14-3-07 Page-Reference: 429-436 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A good answer will include the following key points: - Influential—very close to their grandchildren, very involved in their lives, frequently perform parental roles including discipline - Supportive—similar to influential (close and involved) but do not take on parental roles - Authority-oriented—provide discipline for their grandchildren but are otherwise not particularly active in their grandchildren's lives - Passive—caught up in their grandchildren's development but not with the intensity of influential or supportive grandparents; do not assume parental roles - Detached—uninvolved with their grandchildren 8. Your sister-in-law recently announced that she is a lesbian, and she is divorcing your brother. Your sister-in-law would like to have custody of their two children, but your brother does not want his children raised by a lesbian. What can you tell your brother about the development of children whose parents are gay or lesbian that might make him feel better about the situation? QuestionID: 14-3-08 Page-Reference: 429-436

Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.3. What are the effects upon children of different kinds of families? Answer: A good answer will be similar to the following: Most of the studies of the children with gay or lesbian parents have been done with children who were born in heterosexual marriages that ended when one parent revealed his or her homosexuality. In general, the development of children of gay or lesbian parents does not differ from the development of children of heterosexual parents. Preschool children of gay or lesbian parents identify with their own gender and develop typical gender-based activities, friends, etc. As adolescents and young adults, the vast majority of these children are heterosexual. On other dimensions, children of gay and lesbian parents do not differ in terms of selfconcept, social skill, moral reasoning, and intelligence. Based on the research, your brother should be assured that his children are no more likely to develop problems with a lesbian mother than with a heterosexual mother. You should also point out that while your sister-in-law's sexual orientation will not negatively impact his children, his intolerant view of your sister-in-law could have damaging effects. 9. List some common traits associated with firstborn, laterborn, and only children. QuestionID: 14-3-09 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: A good answer will include the following key points: - Firstborns—higher scores on intelligence tests, more likely to go to college, more willing to conform to parents' and adults' requests - Laterborns—more popular with peers, more innovative - Only children—higher levels of intelligence, leadership, autonomy, and maturity 10. Describe the differences in parental treatment of firstborn and laterborn children and the differences that are commonly found in the characteristics of firstborns and laterborns. QuestionID: 14-3-10 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: A good answer will be similar to the following: Parents tend to treat firstborns differently than laterborns. Parents tend to have higher expectations for firstborns and are both more affectionate and more punitive with them. Firstborns, possibly because of these differences in parental treatment, usually have higher scores on intelligence tests and are more likely to go to college than laterborns. They also are more willing to conform to parents' and adults' requests.

Parents tend to have more realistic expectations and are more relaxed in their discipline with laterborns. Laterborn children are less concerned about pleasing parents and adults but need to get along with older siblings. Laterborns tend to be more popular with their peers and are more innovative. 11. You and your spouse have one wonderful daughter and you are trying to decide if you should have another child. On the one hand, you are quite content with your daughter. On the other hand, your spouse is afraid that your daughter will be selfish, spoiled, and self-centered in she is an only child. Based on what you know about only children, what would you tell your spouse? QuestionID: 14-3-11 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: A good answer will be similar to the following: The research shows that only children are better off in many ways than children with siblings. A comprehensive analysis of more than 100 studies has shown that only children were found to be more likely to succeed in school than other children and to have higher levels of intelligence, leadership, autonomy, and maturity. Only children seem to benefit considerably from a lifetime of exclusive parental attention. 12. Your friend Shabrisha is concerned because her seven-year-old daughter and five-year-old son seem to fight constantly. Shabrisha's daughter has always been temperamental and Shabrisha thinks that the fighting may be her fault. Shabrisha remembers being very close to her sister when they were children and she thinks that her own children might be unusual because they fight so much. What can you tell Shabrisha about the factors that are related to harmonious relationships between siblings? QuestionID: 14-3-12 Page-Reference: 436-441 Topic: Parenting and Family Relationships Skill: Applied Objective: 14.1.4. How do sibling relationships change as children grow? What determines how well siblings get along? Answer: A good answer will be similar to the following: The first factor that is related to the quality of sibling relationships is gender. Same-sex siblings tend to have better relationships than opposite-sex siblings. The second factor is temperament. Siblings tend to have better relationships when neither child is emotionally temperamental. Third, if children believe that their parents do not have favourites they will have a better relationship with each other. Fourth, relationships generally improve as the younger sibling approaches adolescence. Fifth, less conflict between parents is related to less conflict between siblings. Based on these factors, Shabrisha's children already have two factors working against a harmonious relationship: they are a mixed-sex pair and one of them is emotionally temperamental. Shabrisha also should look at her treatment of her children to see if she plays favourites and at the quality of her relationship with her husband. Even if there is nothing that she can do, the sibling relationship should improve as her son approaches adolescence.

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13. Discuss the prognosis for youngsters exposed to maltreatment. Be sure to also include a brief discussion of resilience. QuestionID: 14-3-13 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: A good answer will include the following key points: - The prognosis for youngsters exposed to maltreatment is not very good. - Some children will suffer permanent physical damage. - Even when there is no lasting physical damage, children's social and emotional development is often disrupted. - Children who experience maltreatment tend to have poor relationships with peers, often because they are too aggressive. - Maltreated children's cognitive development and academic performance are also disturbed. - Also, school-related behaviour problems such as being disruptive in class are common, in part because maltreated children are often socially unskilled, do not regulate their emotions well, and don't recognize others' emotions accurately. - Some children will be remarkably resilient to the effects of abuse – one factor that protects children is their ego-resilience (denotes children's ability to respond adaptively and resourcefully to new situations). - Another protective factor is being engaged in school. 14. Describe (1) social/cultural, (2) parental, and (3) child factors that contribute to child abuse. QuestionID: 14-3-14 Page-Reference: 441-447 Topic: Parenting and Family Relationships Skill: Conceptual Objective: 14.1.5. What happens when parent-child relationships go awry? Answer: A good answer will include the following key points: - A culture's view of physical punishment contributes to the incidence of child abuse. Countries that do not condone physical punishment tend to have lower rates of child abuse than countries that do. Maltreatment is more common in families living in poverty. Abuse is more common when families are socially isolated from other relatives or neighbours. - Parents who abuse their children were sometimes abused as children. They often have high expectations for their children but do little to help them achieve these goals. They rely upon physical punishment to control their children. - Infants and preschoolers are more often abused than older ones, probably because they are less able to regulate aversive behaviours that elicit abuse. Children who are frequently ill are more often abused. By increasing the stress level in a family, sick children can inadvertently become the targets of abuse. 15. Your friend Brad is concerned about his 12-month-old son Phillip's social development. Brad has

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noticed that Phillip will sit next to another child his own age and each of them will do his own puzzle rather than cooperating on one puzzle together. Occasionally, they will look at each other, smile, and say a word or two. Brad feels that Phillip should be interacting more with his peers. What can you tell Brad about the development of play in toddlers and preschoolers that will alleviate his concerns? QuestionID: 14-3-15 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A good answer will be similar to the following: First, Brad should know that Phillip is engaging in parallel play. This type of play is quite common in 12- to 15month-old children. In parallel play, social interactions are as basic as one child smiling and talking with the other child responding. Around 15 to 18 months, children's social interactions become truly interactive when associative play appears. It isn't until around the second birthday that cooperative play, such as building a tower together with blocks, begins to appear. Throughout the preschool years, parallel play becomes less common and cooperative play becomes more common. So, Brad shouldn't expect to see cooperative play in Phillip for at least another year. 16. Your brother is worried because his four-year-old son has an imaginary playmate. What can you tell him about how common or uncommon imaginary playmates are during the preschool years and what is known about children who have imaginary playmates? QuestionID: 14-3-16 Page-Reference: 447-451 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A good answer will be similar to the following: Your brother needn't worry about the fact that his son has an imaginary playmate. They are quite common during the preschool years. Moreover, having an imaginary playmate is associated with many positive characteristics. Children who have imaginary playmates tend to be more sociable, have more real friends, and have greater self-knowledge than children who do not have imaginary playmates. In addition, among older children who are at risk for developing behaviour problems, an imaginary companion promotes better adjustment during adolescence. So, your brother should enjoy his son's vivid imagination and realize that an imaginary friend at this age is perfectly normal. 17. Discuss ways that parents can get involved in their preschool children's play. QuestionID: 14-3-17 Page-Reference: 447-451 Topic: Peer Relationships and Influences

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Skill: Conceptual Objective: 14.2.1. When do children first begin to interact with each other, and how do these interactions change during infancy, childhood, and adolescence? Answer: A good answer will include the following key points: - There are several ways parents get involved: - 1) Playmate – Many parents enjoy the role of playmate and use the opportunity to scaffold their children's play, often raising it to more sophisticated levels. - 2) Social director – Many parents of young children arrange play dates and activities. - 3) Coach – Parents help their children learn to initiate interactions, make joint decisions, and resolve conflicts. When parents help their children acquire these skills, children tend to be more competent socially and to be more accepted by their peers. But the coaching must be constructive. - 4) Mediator – When parents are present to iron out conflicts, children play more cooperatively and longer. 18. Discuss the factors that determine who will become friends. QuestionID: 14-3-18 Page-Reference: 451-455 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.2. Why do children become friends, and what are the benefits of friendship? Answer: A good answer will include the following key points: - In childhood and adolescence, most friends are alike in age, sex and race. - Although children's friendships are overwhelmingly with members of their own sex, a few children have friendships with other-sex children. Children with same- and other-sex friendships tend to be better adjusted than those with just same-sex friends. In addition, children with only other-sex friends are more likely to be socially unskilled and unpopular. - Other-sex friendships more common among teenagers. - Friendships are more common between children and adolescents who are similar in race or ethnicity; but friendships among children of different groups are more common in schools where classes are smaller and when a child's school and neighbourhood are ethnically diverse. - Friends also tend to be alike in popularity. 19. At a recent parent council meeting at your daughter's high school, a group of parents proposed that the school store should sell low-priced condoms to slow down the increasing number of teenage pregnancies in the school. These parents suggested that many students do not use contraceptives because they are too expensive or they don't know how to obtain them. These parents also said that parents can't stop teens from having sex so the teens might as well have contraceptives readily available to them. What can you tell the parent council about programs that are effective in delaying sexual intercourse and increasing the use of contraceptives by teens? QuestionID: 14-3-19 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Applied

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Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: A good answer will be similar to the following: You can tell the parent council that while it is true that some teens do not use contraceptives because they do not know how to obtain them, there are many other factors that are related to sexual activity and the use of contraceptives. For example, teens are more likely to have intercourse when they believe that their friends and parents have positive attitudes about sex. Adolescents may not use contraceptives because they are ignorant of many of the true facts about conception. Comprehensive sex education programs that teach the biological aspects of sex and emphasize responsible sexual behaviour or abstinence are effective in delaying sexual activity and increasing the use of contraceptives when sexual activity does occur. A key element seems to be role-playing sessions where students practise strategies for refusing to have sex. 20. Your friend Enrique has a co-worker that he thinks is gay. Enrique said that he thought that his coworker was gay because the co-worker's mother must have been domineering, and his co-worker could become heterosexual if he really wanted. What can you tell Enrique about the myths surrounding the causes of homosexuality and the role of biology in determining sexual orientation? QuestionID: 14-3-20 Page-Reference: 455-458 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.3. When do romantic relationships emerge in adolescence? Answer: A good answer will be similar to the following: Enrique should know that research has shown that a number of the myths that people have about sexual orientation are wrong. The myths include the belief that sons become gay when they are reared by a domineering mother and a weak father, that girls become lesbians because their fathers are their primary role models, that children who are reared by homosexual parents usually become homosexual themselves, and that homosexual adults were seduced by an older, same-sex person when they were children. In fact, many scientists now believe that biology plays an important role in determining sexual orientation by influencing heredity and hormones. Another idea is that genes and hormones lead to temperaments that affect children's preference for same- and opposite-sex activities. Children who do not enjoy gender typical activities may develop a different gender identity. In other words, Enrique's co-worker probably won't be able to change his sexual orientation by simply "wanting to" any more than he could change the colour of his eyes. 21. It is commonly believed that peer pressure is always negative and "all-powerful". Refute this idea. QuestionID: 14-3-21 Page-Reference: 458-460 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.4. What are the important features and influences of groups in childhood and adolescence? Answer: A good answer will include the following key points: - The stereotype is that teenagers exert enormous pressure on each other to behave antisocially—in reality, peer pressure is neither all-powerful nor always evil.

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- For example, most adolescents resist peer pressure to behave in ways that are clearly antisocial; this resistance increases from mid to late adolescence. - Peer pressure can be positive; peers often urge one another to work hard in school, participate in activities, or to become involved in community action projects. - A lot of groups now work on positive peer pressure specifically for girls as well. - Peer pressure is not all-powerful. Instead, peer influence is stronger when 1) youth are younger and more socially anxious; 2) peers have high status; 3) peers are friends; and 4) standards for appropriate behaviour are not clear-cut. 22. Describe the characteristics typically associated with (1) popular children and (2) rejected children. QuestionID: 14-3-22 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Conceptual Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A good answer will include the following key points: - Popular children (who are liked by many classmates) are more often: * skilled academically and socially * physically attractive * skillful at communicating * better at integrating themselves into an ongoing conversation - Some Rejected children (who are disliked by many classmates) tend to: * be socially unskilled * be overly aggressive and hostile * be hyperactive - Other Rejected children tend to: * be shy, withdrawn, timid, and lonely 23. Senator Carver thinks that research on popularity and rejection is a waste of time because children's popularity (or lack of it) has nothing to do with their later development. What can you tell the senator about the long-term effects of popularity and rejection on later development? QuestionID: 14-3-23 Page-Reference: 460-462 Topic: Peer Relationships and Influences Skill: Applied Objective: 14.2.5. What are the causes and consequences of popularity and rejection? Answer: A good answer will be similar to the following: Senator Carver should know that in the long run the lack of research on and intervention with rejected children will cost society more. First, rejected children are more likely to drop out of school than their more popular peers. These dropouts are less likely to be productive members of society and are more likely to collect unemployment. Second, rejected children are more likely to commit juvenile offenses and have criminal records thus costing society the expenses associated with the legal system. Third, rejected children are more likely to

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suffer from psychopathology. However, rejected children can be helped. Studies have shown that they can be taught how to initiate interactions appropriately, how to communicate clearly, how to act friendly, and how to avoid behaviours that others dislike. Rejected children who learn these skills are more likely to be accepted by peers and avoid the long-term negative effects associated with rejection. 24. Meg worries that her children are overscheduled. What can you tell Meg about children and afterschool activities? QuestionID: 14-3-24 Page-Reference: 463-465 Topic: Influences of Society Skill: Applied Objective: 14.3.1. How are children affected by nonparental childcare? Answer: A good answer will be similar to the following: Students who participate in diverse after-school activities tend to be better adjusted, do better in school, and be less likely to take drugs. Most children and adolescents are not distressed by a busy after-school schedule. They participate in activities because they like them, not because they are pressured to by achievement-oriented parents. 25. Your friend wants to start leaving her son at home alone to care for himself after he is done school. What would you tell your friend about this desire? QuestionID: 14-3-25 Page-Reference: 463-465 Topic: Influences of Society Skill: Applied Objective: 14.3.1. How are children affected by nonparental childcare? Answer: A good answer will include the following key points: - Children who care for themselves are sometimes called latchkey children and the popular perception is that such children are frightened and endangered. - Research suggests that self-care can be risky under certain circumstances (e.g., youth can get involved in alcohol and drugs when unsupervised), but not others. - Parents need to consider several factors – for example, age of the child. Most experts recommend that children not be left alone at home until they are 12 years old, but others say that some 8-year-olds can care for themselves briefly (an hour to an hour and a half) during the day. - In Canada, the legal minimum age for leaving a child at home alone varies by province and territory, between 10 and 12 years. - More important than age is the child's maturity. - Finally, it's important to consider the neighbourhood as well. - If the "requirements" are met, then self-care will likely work, but the child needs to know after-school routines, rules for their own behaviour, guidelines on how to handle emergencies, and emergency phone numbers. 26. Name the characteristics typically associated with successful schools.

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QuestionID: 14-3-26 Page-Reference: 470-473 Topic: Influences of Society Skill: Conceptual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: A good answer will include the following key points: - Staff and students understand that academic excellence is the primary goal and standards are set accordingly. The school day emphasizes instruction. - The school climate is safe and nurturing. - Parents are involved. - Progress of teachers and programs is monitored 27. Name and describe the characteristics typically associated with successful teachers QuestionID: 14-3-27 Page-Reference: 470-473 Topic: Influences of Society Skill: Conceptual Objective: 14.3.4. What are the hallmarks of effective schools and effective teachers? Answer: A good answer will include the following key points: - They manage the classroom effectively so that they can devote most of their time to instruction. - They believe that they are responsible for student learning and that their students will learn when taught well; they repeat instructions or create new instructions to help students understand, and keep plugging away because they feel like it is their fault if students don't learn. - They pay careful attention to pacing—not too fast (students get lost) and not too slow (students get bored). - The emphasize mastery of topics—they give students many opportunities to understand, practise, and apply. - They teach actively—they use active, hands-on, constructivist methods instead of relying on worksheets or rote memorization and drill-and-practice. - They value tutoring—they work with students individually and in small groups and encourage peer tutoring. - They teach children techniques for monitoring and managing their own learning—they help students internalize these skills.

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