Q&A Hero

Q: By the time children are 11 years old, their vocabulary has increased to approximately: A. 10,000 words. B. 200,000 words. C. 40,000 words. D.

Q: Which of the following is TRUE of giftedness? A. Signs of high ability of an individual in a particular area do not manifest themselves at a very young age. B. Deliberate practice is not required of individuals who become experts in a particular domain. C. Individuals with world-class status in the arts, mathematics, science, and sports all report strong family support. D.

Q: Ellen Winner described three criteria that characterize gifted children. Which of the following was NOT one of these criteria? A. Precocity B. Marching to their own drummer C. Easily bored D.

Q: Ethan is a gifted 14-year-old who excels academically and has an IQ of 140. In the light of the findings from Lewis Terman's study of high IQ children, it is likely that Ethan is: A. socially awkward. B. maladjusted. C. more mature than others his own age. D.

Q: Fiona, 10, is an outstanding flautist and has an IQ of 140. Fiona is: A. an anomaly. B. gifted. C. sagacious. D.

Q: A child with an IQ of _____ or higher is considered to be gifted. A. 90 B. 100 C. 120 D.

Q: Children with superior talent for something are called: A. gifted. B. creative. C. perspicacious. D.

Q: Psychologists suspect that _____ often results from growing up in below-average intellectual environment. A. cultural-familial intellectual disability B. metabolic syndrome C. Asperger syndrome D.

Q: When no evidence of organic brain damage can be found, cases are labeled _____ intellectual disability. Individuals with this type of disability have IQs between 55 and 70. A. pseudo-social intellectual disability B. moderate intellectual disability C. cultural-familial intellectual disability D.

Q: Organic intellectual disability is caused by: A. a genetic disorder or brain damage. B. being raised by poorly educated parents. C. an impoverished intellectual environment. D.

Q: Paul is a gifted pianist. He was always highly motivated to learn and become an artist of consummate skill. According to his mother, Paul always showed an intense and obsessive interest in learning the instrument. He was always self-motivated and never needed to be pushed by his parents. What characteristic, as described by Ellen Winner, of gifted children is Paul exhibiting? A. Precocity B. A passion to master C. Marching to their own drummer D.

Q: According to Ellen Winner, which of the following refers to a characteristic displayed by gifted children who begin to master an area earlier than their peers? A. Marching to their own drummer B. Maladjustment C. Precocity D.

Q: Which of the following is the correct definition of intellectual disability? A. It is a condition of limited mental ability in which the individual (1) has a moderately-low IQ, usually above 50 on a traditional intelligence test; (2) has slight trouble adjusting to the demands of everyday life; and (3) first displays these characteristics by age 25. B. It is a condition of limited mental ability in which the individual (1) has a low IQ, usually above 70 on a traditional intelligence test; (2) has little or no trouble adjusting to the demands of a competitive environment; and (3) first displays these characteristics by age 5. C. It is a condition of limited mental ability in which the individual (1) has a low IQ, usually below 50 on a traditional intelligence test; (2) has a lot difficulty adapting to the demands of a competitive environment; and (3) first exhibits these characteristics by age 25. D.

Q: The idea that gifted children are maladjusted is a _____, as Lewis Terman found when he conducted an extensive study of 1,500 children whose Stanford-Binet IQs averaged _____. A. reality; 75 B. reality; 150 C. myth; 75 D.

Q: Studies support the conclusion that gifted people tend to be: A. less mature than others, have fewer emotional problems than others, and grow up in a positive family climate. B. more mature than others, have fewer emotional problems than others, and grow up in a positive family climate. C. less mature than others, have more emotional problems than others, and grow up in a negative family climate. D.

Q: Most people who suffer from organic intellectual disability have IQs between _____. A. 0 to 50 B. 0 to 75 C. 0 to 90 D.

Q: Which of the following is TRUE of children with cultural-familial intellectual disability? A. Individuals with this type of disability have IQs between 50 and 70. B. Individuals with this type of disability are highly insensitive of what is expected of them. C. Individuals with this type of disability often need intangible rewardspraise rather than candy. D.

Q: What is the exact term for a condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on a traditional intelligence test; (2) has difficulty adapting to the demands of everyday life; and (3) first exhibits these characteristics by age 18? A. Giftedness B. Intellectual disability C. Metacognition D.

Q: It is considered difficult to create culture-fair intelligence tests because they: A. predominantly test the nonverbal skills of the test taker. B. consider the values that are common to all test takers. C. reflect the cultures of some test takers more than others. D.

Q: Considering how early intervention programs to improve intellectual developmentsuch as the Abecedarian Intervention programhave shown marked improvements in the IQ of participants, it can be inferred that the main reason children from low SES families earn lower scores on IQ tests is that: A. the parents have difficulty providing an intellectually stimulating environment for their children. B. the genes for lower intelligence are passed down from the parents to the children. C. IQ tests are culture-fair tests. D.

Q: The worldwide increase in intelligence scores that has occurred over a short period of time has been called the: A. Binet effect. B. Goleman effect. C. Flynn effect. D.

Q: Which of the following statements about IQ or intelligence is true? A. Modifications in environment have no impact on one's IQ score. B. Schooling has been shown to have no influence over intelligence. C. The conception of intelligence is the same across cultures. D.

Q: Nathan Brody and many other researchers have observed that people who excel at one type of intellectual task are: A. likely to underperform in other tasks. B. evidence that the multiple-intelligence approaches are correct. C. proof that intelligence is a number of specific abilities. D.

Q: Which of the following is a type of intelligence identified by Howard Gardner? A. Intrapersonal B. Analytical C. Practical D.

Q: Who among the following would have good spatial abilities? A. A journalist B. A theologian C. A botanist D.

Q: Colin does not earn high grades on standardized tests but has a black belt in martial arts. According to Gardner, Colin has _____ skills. A. spatial B. intrapersonal C. bodily-kinesthetic D.

Q: Howard Gardner suggests that there are _____ types of intelligence. A. 4 B. 6 C. 8 D.

Q: Robert J. Sternberg's triarchic theory and Howard Gardner's theory of intelligence are examples of the idea that: A. intelligence is a general ability. B. there are three types of intelligence. C. intelligence consists of a number of specific abilities. D.

Q: Although Casey scores only about average on standardized intelligence tests, he has street smarts, excellent social skills, and good common sense. According to Sternberg, he has _____ intelligence. A. spatial B. practical C. analytical D.

Q: Which of the following is a type of intelligence identified in Robert J. Sternberg's triarchic theory of intelligence? A. Cultural intelligence B. Practical intelligence C. Spatial intelligence D.

Q: The _____ not only provide an overall IQ score, but they also yield several composite indexes that allow the examiner to quickly determine the areas in which a child is strong or weak. A. Wechsler scales B. Brazelton Neonatal Behavioral Assessment Scales C. Stanford-Binet tests D.

Q: Amber is given a Stanford-Binet intelligence test. Her mental age is determined to be 14 and her chronological age is 10. Which of the following is true of Amber? A. Her IQ score is 86. B. Her IQ score is about average. C. Her IQ score is below the majority of the population. D.

Q: If intelligence is assumed to be normally distributed, which of the following would you expect to find in the overall population? A. More people of high intelligence than of low intelligence B. More people of moderate intelligence than of high or low intelligence C. More people of high intelligence than of moderate or low intelligence D.

Q: Sally's mental age is 12, but her chronological age is 9. Sally's IQ is _____. A. 75 B. 100 C. 92 D.

Q: Who created the concept of intelligence quotient? A. Alfred Binet B. William Stern C. David Wechsler D.

Q: Sergio's mental age is 8, but his chronological age is 9, we would say that Sergio's IQ is: A. average. B. below average. C. above average. D.

Q: A person's mental age divided by chronological age (CA) and multiplied by 100 would indicate that person's: A. emotional quotient. B. intelligence quotient. C. level of mental development relative to others. D.

Q: Mental age (MA) is: A. the age that an individual mentally identifies himself at. B. the age at which an individual attains cognitive maturity. C. an individual's level of mental development relative to others. D.

Q: Michael Pressley believes that the key to education is helping students to: A. develop social skills. B. learn creativity. C. learn a repertoire of problem-solving strategies. D.

Q: Megan, who is eight years old, has a test tomorrow. "It's an easy test," she tells her mother. "I just have to recognize a bunch of stuff on a chart. I finished studying for it yesterday." Megan is exhibiting her: A. brainstorming ability. B. creative thinking. C. metamemory. D.

Q: Knowledge about memory is known as: A. metamemory. B. working memory. C. implicit memory. D.

Q: _____ involves knowing about knowing. A. Cognition B. Brainstorming C. Metacognition D.

Q: Should parents stay in an unhappy or conflicted marriage for the sake of their children? If the stresses and disruptions in family relationships associated with an unhappy, conflict-ridden marriage that erode the well-being of children are reduced by the move to a divorced, single-parent family, divorce can be advantageous. However, if the diminished resources and increased risks associated with divorce also are accompanied by inept parenting and sustained or increased conflict, not only between the divorced couple but also among the parents, children, and siblings, the best choice for the children would be that an unhappy marriage is retained. It is difficult to determine how these "ifs" will play out when parents either remain together in an acrimonious marriage or become divorced.

Q: List four characteristics that are generally associated with the firstborn child. Discuss what accounts for these differences. Whether a child has older or younger siblings has been linked to development of certain personality characteristics. A recent review concluded that "firstborns are the most intelligent, achieving, and conscientious". Compared with later-born children, firstborn children have also been described as more adult-oriented, helpful, conforming, and self-controlled. Proposed explanations for differences related to birth order usually point to variations in interactions with parents and siblings associated with being in a particular position in the family. In one study, mothers became more negative, coercive, and restraining and played less with the firstborn following the birth of a second child.

Q: Cultures around the world tend to give mothers and fathers different roles in parenting. Describe the different socializing strategies that mothers and fathers use in raising their children. In many cultures, mothers socialize their daughters to be more obedient and responsible than their sons. They also place more restrictions on daughters' autonomy. Fathers, on the other hand, show more attention to sons than daughters, engage in more activities with sons, and put forth more effort to promote sons' intellectual development.

Q: Compare and contrast the three major social theories of gender. Which would you argue is the dominant approach today? Three main social theories of gender have been proposedsocial role theory, psychoanalytic theory, and social cognitive theory. Alice Eagly proposed the social role theory, which states that gender differences result from the contrasting roles of women and men. The psychoanalytic theory of gender stems from Freud's view that the preschool child develops a sexual attraction to the opposite-sex parent. At 5 or 6 years of age, the child renounces this attraction because of anxious feelings. Subsequently, the child identifies with the same-sex parent, unconsciously adopting the same-sex parent's characteristics. According to the social cognitive theory of gender, children's gender development occurs through observing and imitating what other people say and do, and through being rewarded and punished for gender-appropriate and gender-inappropriate behavior.

Q: Name and briefly describe the two stages of moral reasoning in children as identified by Jean Piaget. Provide an example of each. Piaget concluded that children go through two distinct stages in how they think about morality. From about 4 to 7 years of age, children display heteronomous morality, where children think of justice and rules as unchangeable properties of the world, removed from the control of people. From 7 to 10 years of age, children are in a transition showing some features of the first stage of moral reasoning and some stages of the second stage, autonomous morality. From about 10 years of age and older, children show autonomous morality. They become aware that rules and laws are created by people, and in judging an action they consider the actor's intentions as well as the consequences.

Q: Ellen Galinsky and Judy David developed a number of guidelines for communicating with children about divorce. Which one of these guidelines connects with the concept of emotion-coaching? Ellen Galinsky and Judy David urge parents communicating news of their divorce to their children to explain to them that it is normal to not feel good about what is happening and that it may take time for them to feel better, and that many other children feel this way when their parents become separated. This connects directly to how emotion-coaching parents monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions. Since the children of emotion-coaching parents are better at soothing themselves when they get upset, more effective in regulating their negative affect, focus their attention better, and have fewer behavior problems than the children of emotion-dismissing parents, this is a good approach to helping children cope with their parents' divorce.

Q: What are some of the differences between emotion-coaching and emotion-dismissing parents? Depending on how they talk with their children about emotion, parents can be described as taking an emotion-coaching or an emotion-dismissing approach. The distinction between these approaches is most evident in the way the parent deals with the child's negative emotions (anger, frustration, sadness, and so on). Emotion-coaching parents monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions. In contrast, emotion-dismissing parents view their role as to deny, ignore, or change negative emotions. Emotion-coaching parents interact with their children in a less rejecting manner, use more scaffolding and praise, and are more nurturant than are emotion-dismissing parents.

Q: Define self-conscious emotions and provide two examples. What are the two criteria necessary for children to experience self-conscious emotions? Self-conscious emotions are those that include the quality of an evaluation or judgment of self. Examples include pride, shame, embarrassment, and guilt. In order for children to experience self-conscious emotions, they must (1) be able to refer to themselves and (2) be aware of themselves as distinct from others.

Q: Why are young children's self-descriptions typically unrealistically positive? Young children's self-descriptions are typically unrealistically positive because they are yet to distinguish between their desired competence and their actual competence, tend to confuse ability and effort, thinking that differences in ability can be changed as easily as can differences in effort; do not engage in spontaneous social comparison of their abilities with those of others, and tend to compare their present abilities with what they could do at an earlier age, by which they usually look quite good.

Q: Explain Eric Erikson's stage of initiative versus guilt. Provide an example of initiative and an example of guilt as it is used by Erikson. In Eric Erikson's first psychosocial developmental stage, initiative versus guilt, children are learning to use their perceptual, motor, cognitive, and language skills to make things happen. In essence, they exuberantly move into a wider social world. If they are not permitted to explore their world or if they face disappointment consistently, they will develop guilt.

Q: What kind of play involves repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports?

Q: What is the term for the support that parents provide one another in jointly raising a child?

Q: What is the parenting technique for handling misbehavior in children that is characterized by removing the child from a setting that offers positive reinforcement.

Q: Tobias's parents are very demanding and show little warmth. They have a "My way or the highway" kind of approach to parenting. What parenting style are they displaying?

Q: Which theory states that children's gender development occurs through observing and imitating what other people say and do, and through being rewarded and punished for gender-appropriate and gender-inappropriate behavior?

Q: According to Jean Piaget, which is the first stage of moral development where children think of justice and rules as unchangeable properties of the world? Heteronomous morality

Q: What is the term for parents who monitor their children's emotions, view their children's negative emotions as opportunities for teaching, and assist children in labeling their emotions?

Q: Which leading theorist on sibling relationships described the three important characteristics of sibling relationships as emotional stability, familiarity and intimacy, and variation?

Q: Which theorist proposed the four classifications of parenting involving combinations of acceptance and responsiveness on one hand and demand and control on the other?

Q: Which theorist proposed that gender differences result from the contrasting roles of men and women in societies where women have less power and status than men and control fewer resources? Alice Eagly

Q: Which theorist suggested that children internalize their parents' standards of right and wrong in order to reduce anxiety and avoid punishment?

Q: Which theorist stated that the psychological stage of childhood was "initiative versus guilt"?

Q: Children's shows like Sesame Street are: A. good at teaching prosocial skills. B. detrimental to children learning positive social interchange. C. good electronic babysitters but not good at teaching any skills. D.

Q: Steuer, Applefield, and Smith conducted an experiment where preschool children were randomly assigned to two groups. One group watched cartoons containing violence, and the other group watched cartoons with the violence removed. During a free-play session, the children who watched the cartoons containing violence showed more aggression than children who watched the nonviolent cartoons. What conclusion was drawn from this study? A. Preschool children are naturally more aggressive than older children. B. Violent TV cartoons caused increased aggression because this is only a correlational study. C. The cause of aggression cannot be determined since aggression is caused by so many other factors. D.

Q: Children's Saturday morning cartoons show about _____ violent acts per hour. A. 5 B. 10 C. 15 D.

Q: Which of the following refers to activities engaged in for pleasure that include rules and often involve competition with one or more individuals? A. Symbolic play B. Role-play C. Constructive play D.

Q: _____ play occurs when children engage in the self-regulated creation of a product or a solution. A. Constructive B. Social C. Collective D.

Q: Which type of play increases dramatically during the preschool years? A. Practice play B. Sensorimotor play C. Social play D.

Q: Which of the following statements about practice play is true? A. Practice play ceases in elementary school years. B. Practice play is primarily confined to infancy. C. Practice play occurs when the child transforms the physical environment into a symbol. D.

Q: _____ play, which can be engaged in throughout life, involves the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports. A. Pretense B. Practice C. Social D.

Q: Which statement best summarizes Daniel Berlyne's views about children's play? A. Play is important for developing motor skills and coordination. B. Play is important only because it occupies children during times when they are not learning more important things. C. Children use play as a way to digest past experiences and to derive meaning from what has happened to them. D.

Q: Jean Piaget and Lev Vygotsky considered play to be valuable because: A. it helps children release tension. B. it advances the child's cognitive development. C. it helps children satisfy their need for mastery over their environment. D.

Q: Sigmund Freud and Erik Erikson considered play to be valuable because: A. it helps the child master anxieties and conflicts. B. it advances the child's cognitive development. C. it helps children satisfy their need for mastery over their environment. D.

Q: What does a child get from peers that he/she typically cannot get from siblings? A. A same-sex friend B. A chance to share intimate feelings C. An idea of how the child compares with other children of the same age. D.

Q: Working-class and low-income families are more likely to practice a(n) _____ parenting style. A. authoritarian B. egalitarian C. permissive indulgent D.

Q: Cultural changes that occur when one culture comes in contact with another is known as _____. A. affiliation B. acculturation C. accommodation D.

Q: In general, in the United States, African American and Latino family orientations differ from White family orientations in that: A. the nuclear family is less prominent in White families. B. the extended family plays a greater role in African American and Latino families. C. the emphasis in African American and Latino families is on individual self-reliance. D.

Q: Carl and Tulip are getting a divorce and want to know how they can best communicate the news to their young children. Ellen Galinsky and Judy David would suggest that: A. the children be told that the support they receive from their parents is bound to change. B. it is best that only one parent be present while breaking the news. C. it is best that this painful matter should not be discussed repeatedly with the children. D.