Q&A Hero

Q: in families with several children, a)parents tend to look for similarities between siblings. b)parents often regard siblings as less distinct than other observers do. c)both identical and fraternal twins tend to become increasingly similar in personality with age. d)parents tendency to emphasize each childs unique qualities affects their child-rearing practices.

Q: studies on the cultural differences in temperament demonstrate that a)japanese mothers usually say that babies come into the world as independent beings who must learn to rely on their parents through close physical contract. b)american mothers tend to interact gently, soothingly, and gesturally with their babies. c)japanese mothers typically believe that they must wean babies away from dependency toward autonomy. d)american mothers tend to discourage babies from expressing strong emotion, which contributes to their infants tranquility.

Q: research on sex differences in temperament shows that a)girls are more daring than boys, and they have a large advantage in effortful control. b)boys are more anxious and timid than girls, and they are slightly more impulsive. c)girls advantage in effortful control contributes to better school performance. d)boys are more active than girls, but they also tend to be more anxious and timid.

Q: research on the role of heredity in temperament indicates that a)heritability estimates derived from twin studies suggest a major role for genetic factors in temperament and personality. b)identical twins are more similar than fraternal twins across a wide range of temperamental traits and personality measures. c)only 5 to 10 percent of individual differences in temperament have been attributed to differences in genetic makeup. d)heritability estimates are much higher for expressions of positive emotion than for negative emotion.

Q: which of the following statements is supported by research on the stability of temperament? a)long-term prediction from early temperament is best achieved after age three. b)temperament does not develop as the child ages. c)most irritable infants become difficult children as they age. d)childhood temperament is a fairly good predictor of personality in adulthood.

Q: the overall stability of temperament is a)high in infancy. b)low from the preschool years on. c)low in infancy and toddlerhood. d)high from the preschool years on.

Q: compared to shy infants and preschoolers, highly sociable children show a)greater eeg activity in the right frontal lobe. b)greater generalized activation of the cerebral cortex. c)lower levels of fmri activity in the amygdala. d)higher saliva concentrations of the stress hormone cortisol.

Q: which of the following is more likely to be found in shy, inhibited children than in highly sociable, uninhibited children? a)a higher heart rate from the first few weeks of life b)lower levels of amygdala activity in response to novel stimuli c)lower levels of saliva concentration of cortisol d)a drop in blood pressure in response to novelty

Q: results of jerome kagans longitudinal research on the development of shyness and sociability found that a)about 70 percent of 4-month-olds were easily upset by novelty. b)nearly all of the extreme groups retained their temperamental styles over time. c)most childrens dispositions became less extreme over time. d)as infants, more children were shy than were highly sociable.

Q: brendon reacts negatively to and withdraws from novel stimuli. he could be classified as a(n) ______ child. a)sociable b)shy c)easy d)uninhibited

Q: which of the following is true about measuring temperament? a)parental reports provide little information about the way parents view and respond to their babies. b)parental reports have a low correlation to researchers observations of childrens behavior. c)researchers can better control childrens experiences in the home setting as opposed to the laboratory. d)most neurophysiological research focuses on the positive-affect and fearful-distress dimensions of temperament.

Q: according to rothbart, individuals differ not just in their reactivity on each dimension but also in a)effortful control. b)self-concept. c)goodness of fit. d)interactional synchrony.

Q: in mary rothbarts model of temperament, a)distractibility and irritable distress are considered opposite ends of the same dimension. b)persistence and fearful distress are considered opposite ends of the same dimension. c)fearful distress and irritable distress distinguish between reactivity triggered by fear and reactivity due to frustration. d)the dimensions are overly broad, such as regularity of body functions.

Q: in thomas and chesss research, ____ percent of children showed unique blends of temperamental characteristics and could not be classified as easy, difficult, or slow-to-warm-up. a)10 b)25 c)35 d)50

Q: alice is inactive, shows mild, low-key reactions to environmental stimuli, and adjusts slowly to new experiences. in thomas and chesss research, alice would be classified as a)slow-to-warm-up. b)uninhibited. c)difficult. d)easy.

Q: according to thomas and chess, the difficult child a)shows mild, low-key reactions to environmental stimuli. b)is irregular in daily routines. c)shows unique blends of temperamental characteristics. d)displays no identifiable temperamental traits.

Q: baby dak quickly establishes regular routines, is generally cheerful, and adapts easily to new experiences. dak would be classified by thomas and chess as a)slow-to-warm-up. b)uninhibited. c)difficult. d)easy.

Q: which of the following is true about the results of the longitudinal study on temperament conducted by alexander thomas and stella chess? a)temperament can increase a childs chances of experiencing psychological problems. b)because temperament is innate, parenting practices cannot modify childrens emotional styles. c)temperament cannot protect a child from the negative effects of a highly stressful home life. d)the psychological traits that make up temperament in childhood play a very small role in adult personality.

Q: gil describes his son as calm and cautious. he describes his daughter as cheerful and energetic. gils descriptions refer to the childrens a)ability to use effortful control. b)ability to use self-soothing. c)temperaments. d)level of reactivity.

Q: which of the following statements is supported by research on emotional self-regulation? a)collectivist cultures usually discourage the expression of strong emotion in infants. b)beginning in infancy, girls find it harder to regulate negative emotion than boys. c)by the second year, toddlers are quite skilled at using language to comfort themselves. d)beginning in the first few months, mothers imitate their babies negative feelings far more often than their positive ones.

Q: effortful control a)requires adult instruction and modeling. b)is regarded as a major dimension of temperament. c)plays a limited role in mental and social development. d)is an ability that is present at birth.

Q: in the early months, infants a)have only a limited capacity to regulate their emotional stress. b)are unable to regulate any form of emotional stress. c)are not very easily overwhelmed. d)rely primarily on self-soothing for distraction and reorientation of attention.

Q: emotional self-regulation requires a)adult instruction on when to use it. b)goodness of fit. c)social referencing. d)effortful control.

Q: evan covered his eyes when the witch appeared on the screen while he was watching the wizard of oz. evan was using a)a secure base. b)emotional self-regulation. c)social referencing. d)self-soothing.

Q: cross-cultural research indicates that a)the situations in which adults encourage various self-conscious emotions vary from culture to culture. b)in collectivist cultures, most children are taught to feel pride over personal achievement. c)nonverbal expressions of basic emotions differ widely from culture to culture. d)in western individualistic nations, most children are taught to feel embarrassment over individual achievement.

Q: self-conscious emotions a)involve distinct facial expressions. b)do not require self-awareness. c)are universally experienced in response to the same types of situations. d)require adult instruction in when to feel proud, ashamed, or guilty.

Q: self-conscious emotions appear a)in the middle of the first year. b)at the end of the first year. c)in the middle of the second year. d)at the end of the second year.

Q: ________ are examples of self-conscious emotions. a)anger and guilt b)happiness and pride c)shame and embarrassment d)envy and sadness

Q: self-conscious emotions a)are present at birth. b)are universal and basic. c)include happiness, fear, anger, and sadness. d)involve injury to or enhancement of our sense of self.

Q: which of the following is true about social referencing? a)by the middle of the second year, it expands to include indirect emotional signals. b)a parents use of a facial expression alone is a more effective social reference than the use of the voice. c)it does not allow young children to compare their own and others assessments of events. d)in social referencing, toddlers simply react to others emotional messages.

Q: according to research on social referencing, which of the following responses from tanners mom is the most likely to encourage him to get up and try again after he falls down while learning to walk? a)a concerned look b)a cautious smile c)speaking the words oh, no! d)laughter combined with saying oopsie-daisy

Q: sevan, age 11 months, is wary of strangers. however, when his mother sits on the floor, sevan ventures a few feet away from her for a few minutes at a time, and then returns to her for emotional support. sevan is a)engaging in effortful control. b)exhibiting unusual behavior for a toddler with stranger anxiety. c)using his mother as a secure base. d)displaying avoidance rather than approach.

Q: the rise in ______after 6 months of age keeps nearly mobile babies enthusiasm for exploration in check. a)fear b)sadness c)anger d)emotional contagion

Q: in the first few months, babies a)master emotional self-regulation. b)match the feeling tone of the caregiver in face-to-face communication. c)look longer at an appropriate facevoice pairing than at an inappropriate one. d)display empathy in most social situations.

Q: baby emma is learning to stand. each time she falls, she looks at her caregiver. if her caregiver looks concerned, emma cries. if her caregiver smiles, emma tries again. emma is using a)a secure base. b)emotional self-regulation. c)social referencing. d)effortful control.

Q: sheldon, age 1, will most likely display a ________ smile for a friendly stranger. a)brief, fleeting b)broad, cheek-raised c)reserved, muted d)mouth-open

Q: newborn babies respond with _______ to too much or too little stimulation. a)locked gazes b)generalized distress c)fear d)mouth-open smiles

Q: expressions of ______ are less common than those of ________. a)anger; fear b)anger; sadness c)sadness; anger d)happiness; sadness

Q: when an unfamiliar adult picks up louisa, age 9 months, the baby begins to cry and struggles to get down. louisa is exhibiting a)stranger anxiety. b)avoidant attachment. c)insecure attachment. d)separation anxiety.

Q: infants raised in israeli kibbutzim a)are discouraged from developing a strong emotional bond with their mother. b)display far greater stranger anxiety than their city-reared counterparts. c)are passed from one adult to another, which reduces their stranger anxiety. d)show very little stranger anxiety compared with agemates.

Q: the social smile first appears around ________ of age. a)1 to 5 weeks b)6 to 10 weeks c)3 to 4 months d)5 to 7 months

Q: laughter a)reflects faster processing of information than smiling. b)appears around 6 to 8 months of age. c)first occurs in response to very gentle stimuli. d)occurs more often when babies are interacting with new people.

Q: basic emotions a)are not evident in nonhuman primates. b)are all present at birth. c)have no evolutionary history of promoting survival. d)are universal in humans.

Q: babies earliest emotional life consists of which two global arousal states? a)happiness and sadness b)fullness and hunger c)attraction to pleasant stimuli and withdrawal from unpleasant stimuli d)happiness and fear

Q: emotional expressions are well-organized and specific a)at birth. b)by 3 months of age. c)by the middle of the first year. d)only after the start of the second year.

Q: the social smile a)first appears during rem sleep. b)is evoked by parentchild interaction. c)emerges during the second week of life. d)first appears in response to dynamic, eye-catching sights.

Q: according to erikson, the psychological conflict of the first year is a)autonomy versus shame and doubt. b)basic trust versus mistrust. c)initiative versus guilt. d)industry versus inferiority.

Q: in eriksons theory, the conflict of toddlerhood is resolved favorably when parents a)provide suitable guidance and reasonable choices. b)use appropriate and warm toilet-training techniques. c)employ an authoritarian child-rearing style. d)employ a permissive child-rearing style.

Q: which of the following statements is supported by research on emotional development? a)infants, children, and adults use diverse responses to express a particular emotion. b)the emotional expressions of blind infants are exaggerated compared to infants with normal vision. c)babies on the visual cliff generally display a fearful facial expression, but do not show other signs of fear. d)wide cultural differences exist in the facial expressions that people associate with different emotions.

Q: list several strategies for supporting early language learning, noting the consequences of each.

Q: one of the lasting contributions of psychoanalytic theory is its a)information regarding the channeling of biological drives. b)ability to capture the essence of personality development during each period of development. c)nearly exclusive focus on the importance of experiences in infancy and early childhood. d)emphasis on quantitative and experimental research.

Q: according to eriksons theory, a healthy outcome during infancy is dependent on the a)quantity of food offered. b)amount of oral stimulation provided. c)quality of caregiving. d)availability of self-soothing.

Q: define and describe recognition and recall. discuss the development of recall memory.

Q: how well do infant tests predict later intelligence? what are some alternatives to traditional infant tests?

Q: compare the three major theories of language development.

Q: beginning in infancy, hearing parents of deaf children are _______________ than are deaf parents of deaf children. a)more responsive to their childs efforts to communicate b)more effective at turn-taking c)less directive and intrusive d)less involved in play

Q: identify piagets substages of sensorimotor development, including the adaptive behaviors associated with each substage.

Q: explain the core knowledge perspective of cognitive development.

Q: describe the structure of the information-processing system.

Q: studies show that children begin to prefer child-directed speech over other kinds of adult talk at a)birth. b)3 months. c)6 months. d)12 months.

Q: which of the following statements is supported by research on child-directed speech? a)deaf mothers lack a style of communication similar to child-directed speech. b)by as early as 5 months, infants are more emotionally receptive to child-directed speech. c)infants begin to prefer child-directed speech over other kinds of adult talk by age 2. d)child-directed speech becomes less information-laden and more emotion-laden over the first year of life.

Q: research on deaf children and parentchild interaction shows that deaf children a)of deaf parents show language and social skills that are on par with hearing children. b) typically lag behind their hearing agemates in school, regardless of whether their parents are hearing or deaf. c)of deaf parents have difficulty getting along well with adults and peers once theyve entered school. d)of hearing parents are more cognitively advanced than deaf children of deaf parents.

Q: baby felixs parents talk to him using short sentences with high-pitched exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of contexts. felixs parents use a)telegraphic speech. b)a referential style. c)an expressive style. d)child-directed speech.

Q: arthurs vocabulary consists mainly of words that refer to objects. like most toddlers, he uses a)an expressive style. b)child-directed speech. c)a referential style. d)an authoritative style.

Q: expressive-style children tend to a)eagerly imitate their parents frequent naming of objects. b)think that words are for naming objects or people. c)have faster growing vocabularies than referential-style children. d)have parents who more often use verbal routines that support social relationships.

Q: childrens language comprehension a)usually develops behind production. b)requires both recall and recognition. c)requires only recall, not recognition. d)develops ahead of production.

Q: comprehension requires that children a)recall the word and the concept for which it stands. b)merely recognize the meaning of a word. c)recognize the meaning of a word and actively retrieve it from their memories. d)actively retrieve a word from their memories and be able to pronounce it.

Q: research demonstrates that a)girls are slightly ahead of boys in early vocabulary growth. b)shy toddlers vocabularies are typically larger than their agemates. c)mothers tend to talk more to toddler-age boys than to girls. d)boys and girls develop their vocabularies at the same rate.

Q: as vocabulary and pronunciation improve, a)underextensions increase. b)overextensions disappear. c)overextensions increase. d)underextensions replace overextensions.

Q: once toddlers produce about _____ words, they start to combine two words. a)10 b)50 c)200 d)1,000

Q: two-year-old zach utters the words more cookie. this is an example of a)telegraphic speech. b)referential speech. c)expressive speech. d)an overextension.

Q: telegraphic speech a)usually contains significant grammatical errors. b)focuses on high-content words. c)emerges around age 3. d)focuses on smaller, less important words.

Q: which of the following is most likely to be one of baby rajs first words? a)table b)box c)red d)kitty

Q: maxi used the word doll only to refer to the rag doll she carried every day. this is an example of a)underextension. b)overextension. c)telegraphic speech. d)referential speech.

Q: sophie used the word open to apply to opening a door, peeling fruit, and untying her shoelaces. this is an example of a)underextension. b)joint attention. c)overextension. d)telegraphic speech.

Q: ten-month-old thaddeus and his 12-year-old brother watch their cat play with a ball. thaddeus looks at the cat and then looks at his brother to ensure that he is also watching the cat. thaddeuss brother labels the cat and the ball. thaddeus and his brother are engaged in a)sustained attention. b)telegraphic speech. c)child-directed speech. d)joint attention.

Q: sally and her granddaughter play peekaboo regularly. at first, sally starts the game and her granddaughter is an amused observer. by 12 months, the granddaughter actively participates, trading roles with sally. sally is helping her granddaughter a)learn how to overextend and underextend. b)understand the turn-taking pattern of human conversation. c)develop a referential style of communication. d)understand telegraphic speech.

Q: infant pointing predicts faster vocabulary development a)from 6 to 12 months. b)over the first year. c)from 12 to 18 months. d)over the second year.

Q: which of the following sounds is the best example of cooing? a)oooo b)mae-do (for tomato) c)rrrrrr d)dadada

Q: which of the following sounds is the best example of babbling? a) aaaaa b) ooooo c) rrrrr d) nanana