Assignment
Problem 1
According to the material presented in class, what are the three dimensions of parenting identified by research?
Love, clarity, and democracy.
Demands, supports, and challenges.
Love, limits, and autonomy support. Faith, hope, and charity.
Caring, sharing, and communication.
Problem 2
What is the definition of "autonomy support"?
Letting children do as they please and learn from their mistakes.
Maintaining a tight rein on children's activities.
Encouraging children to express their authentic self and find their own path.
Avoiding conflict so as not to alienate youngsters.
Providing children with a role model to follow.
Problem 3
Which statement would an authoritative parent be most likely to make?
"I really don't care what you do."
"Let me tell you why it is important to listen to me."
"Because I said so. That's why."
"Well, I'll let you get away with that just this once." "Let me do that for you."
Problem 4
Some people are relaxed, easy going indulgent/permissive parents who don't want to break their children's spirit with any sort of parental limits or demands. They believe that "total freedom is the best thing for children." Their children are likely to grow up to become adults who are:
free-spirited, self-reliant, creative, well-balanced, open.
self-centered, aimless, and irresponsible, with little sense of achievement or independence.
easily annoyed or irritated by others, unpredictably moody, and unpleasant to be around.
hostile and antisocial, alcoholics or drug abusers, and likely get in trouble with the law.
self-reliant, achievement oriented, cooperative and socially responsible
Problem 5
Children of neglectful parents tend to be:
independent.
withdrawn and low in self-esteem.
close to their siblings.
easy to get along with.
shy and not ready for the real world.
Problem 6
Which style of parenting is hardest on children's development?
Helicoptering.
Authoritative. Authoritarian. Neglectful.
Permissive.
Problem 7
What does a developmental systems (or transactional) view of parenting suggest?
Parents influence their children. Children influence their parents.
The marital relationship influences how people parent.
The family is part of the extended family system. All of the above.
Problem 8
Which of the following factors exert an important influence on the way that a person will behave as a parent?
The person's personality.
The quality of the person's relationship with the other parent. Their extended family.
Whether they are living in poverty.
All of these factors exert an important influence on how a person will parent.
Problem 9
Conflict between parents (such as furious yelling or angry fighting) in front of children is:
not a problem for children.
not a problem as long as children are older than age 5.
not a problem, as long as parents explain to children that nobody is mad at them.
a subtle form of family violence that can have long term consequences for children's development.
Problem 10
Based on current research, if you were a family counselor, what advice would you give to a couple who was thinking about getting a divorce because they fought constantly, but also thought it might be better to stay together for the sake of their children?
A two-parent family is more functional and so is always preferable to a single-parent family.
Adults are just as likely to marry and stay married whether or not their parents divorced when they were children or stayed married for a lifetime.
Families don't begin to pull themselves back together until about 6 years after the divorce.
You should only stay together if you can find a way to work out your problems without fighting, because a conflict-ridden two-parent family is more harmful to a child's development than a cohesive single-parent family.
Problem 11
Research shows that many factors, including average age, gender, and temperamentdifferences, influence the consequences of divorce for children. Which of the following is TRUE?
Younger children are more likely to feel personally responsible for causing a divorce than older children are.
Children with easy temperaments tend to suffer in comparison to difficult children, who receive more attention.
Boys tend to hide their negative reactions after a divorce; girls tend to display these reactions more externally.
Because they tend to be less attached to the non-custodial parent,
slow-to-warm children experience less post-divorce distress (in comparison with children with other temperament styles).
Research has shown that there are few differences in adjustment to divorce based on children's age, gender, or temperament.
Problem 12
In considering the long-term effects of divorce, which of the following is
TRUE?
Children from divorced families have higher opposition to divorce, and go on to get fewer divorces as adults.
Children who experience parental divorce in late childhood or early adolescence tend to lose confidence in romantic relationships, and delay their first sexual relationships by 1-3 years.
Children from divorced families can experience a period of poorer-quality parenting than other children, and tend to show poorer self-esteem and social skills.
All of the above.
Problem 13
As a parent, what could you do that would be most likely to help your child adjust to divorce?
Do not prolong your child's transition period; make all necessary changes in schooling, housing, and schedule at the same time, when possible.
Allow your child an adjustment period before resuming normal discipline and expectations.
Promote relationships with your ex-partner: facilitate your child's interactions with the other parent, even if it means less time with you.
All of the above.
Problem 14
There are many factors that put parents at risk for maltreating their children. All of the following are risk factors. According to the material presented in class, which is the most important risk factor?
Parents being abused themselves as children. Children with difficult temperaments.
Lack of social support from the extended family. Adolescent parents.
Poverty.
Problem 15
Research on the long-term effects of child abuse shows that children are at-risk for:
difficulty relating to others.
impaired cognitive development. attachment disturbance.
poor social skills. all of the above.
Problem 16
Study of child maltreatment has shown that:
Sexual and physical abuse have the same effects on children.
The United States has one of the lowest rates of child maltreatment among industrialized countries.
Neglect is a form of maltreatment that has serious consequences for children.
Child maltreatment is the result of mentally ill parents.
Incidents of child maltreatment are declining, especially as more parents are unemployed and can stay home.
Problem 17
If you ever feel like hurting your child, research suggests that you should:
admit that you are mentally ill.
find a way to reduce your stress levels and get some help. ignore it and tell yourself not to worry.
give up custody of your children
Problem 18
What is the primary developmental task of early childhood and what is a developmental gain that helps promote successful navigation of this task?
Autonomy vs. Shame and doubt; development of conscience Initiative vs. Guilt; self-regulation
Identity vs. Confusion; theory of mind Industry vs. Inferiority; mastery orientation Trust vs. Mistrust; secure attachment
Problem 19
Which of the following factors influences the development of children's self-regulation skills?
Environmental factors, such as the quality of interactions in the home. Biological or inborn factors, such as temperament.
Cognitive factors, such as working memory. A & C only
A, B, & C
Problem 20
Which of the following is TRUE about self-regulation?
Self-regulation is necessary for the cognitive advances of the preoperational stage.
Self-regulation makes certain pro-social behaviors possible; these aid overall social development.
In schools, self-regulation skills influence students' behavior, but generally not their academic performance (i.e., grades).
Children who lack good self-regulation skills interact best with other children who also lack self-regulation skills.
All of these statements are true.
Problem 21
Which of the following is TRUE about how self-regulation develops?
Self-regulation begins with a child's internally-motivated self-regulation behaviors before they learn externally-motivated self-regulation behaviors.
Children who are able to comply successfully with caregiver rules develop best with the minimal amount of self-regulatory help from caregivers.
Self-regulatory behavior generally shifts from behaviors that are assisted by adults to independent behaviors.
All of the above.
Problem 22
Emotional self-regulation:
is a built-in, automatic process that governs emotional response. is actively seeking emotional information from a trusted person. does not emerge until the preschool years.
involves the use of strategies to adjust an emotional state to a comfortable level of intensity.
Problem 23
How would emotion-coaching parents respond to an upset child in order to promote emotional self-regulation?
Calmly explain to the child why he/she does not need to be upset.
Avoid rewarding negative emotions with attention; wait to interact until the child is calm.
Try to help the child understand what he/she is feeling and why; accept those feelings.
Provide strategies on how to move on from the emotion, like ignoring the cause for the upset.
All of the above.
Problem 24
Which one of the following does current research show helps moral development?
Use consistent enforcement of rules so children will stop Probleming why they have to follow certain rules.
If children are unwilling to comply, explain reasons for the behavior to the child and problem-solve with the child.
Use flexibility in enforcing moral rules in high-stress situations such as when you are too tired or are in a hurry.
Praise positive pro-social behaviors, do not reward negative behaviors by calling attention to them.
All of these behaviors promote moral development.
Problem 25
Which is the best example of a moral imperitive or true moral rule (as opposed to a social-conventional rule)?
Moral rules are all relative to the specific culture. Say your prayers before you go to bed.
Treat others the way you would like to be treated. Moral rules differ for people of different ages.
Always wash your hands before eating.
Problem 26
Which of the following capacities is/are NOT made possible by the cognitive development of pre-operational symbolic regulations?
transitive inference
story telling, fantasy, concepts representational drawing dramatic and pretend play
Problem 27
Warren always walks to kindergarten, and Mommy always picks him up at school after kindergarten on her way home from work. One day, Mommy asks Warren to walk home from kindergarten, because she is not going to work and will already be home. Warren insists he does not know how to walk home from kindergarten--he only knows how to walk tokindergarten. Which cognitive operation does Warren apparently lack?
transformation centration
equilibration
reversibility
Problem 28
Bart likes to play tricks on his little sister Maggie, age 5. Bart says to Maggie, "I'll bet I can make all of my big glass of juice fit into your little cup." Bart takes his tall narrow glass of juice and pours it into Maggie's short wide cup. Maggie is astonished at Bart's magic trick. Bart thinks Maggie is silly, but Piaget would say that little Maggie:
has difficulty with concrete classification. suffers from childish gullibility.
is profoundly egocentric. shows a lack of conservation.
Problem 29
According to the textbook, theory of mind involves:
using scripts to tell stories.
using deliberate mental activities that improve recall. using a repetitive communication style.
having a coherent set of ideas about mental activities
Problem 30
What good is a theory of mind? What does it allow us to do?
Conserve over transformations in appearance. Better understand ourselves and others.
Reason more logically.
Think more accurately about the future.
Be more assertive.
Problem 31
Which statement is NOT part of Vygotsky's idea of the "zone of proximal development"?
Development occurs differently in different cultural/geographical "zones" around the world and can be optimized when a child is young by staying in the familiar zone "proximal" to the child.
If an activity is not challenging enough, it doesn't promote children's development.
If an activity is too far beyond a child's current level of development, it doesn't promote his or her development.
The upper limit of a zone of proximal development is the level of performance a child can reach with help from an able instructor.
The lower limit of a zone of proximal development is the level of performance a child can reach while working alone.
Problem 32
How could you apply the idea of the "zone of proximal development"?
If you are a teacher--to think about the right the level of difficulty of an assignment for your students.
If you are a parent--to think about the best way to help your child do something that is hard for them to accomplish alone.
To plan the next kinds of experiences to seek out (that are not too easy or too hard) in order to best promote your own development.
If you are a coach--to strategize the kinds of demands to put on your athletes.
All of these are ways to apply the concept of "zone of proximal development."
Problem 33
Imagine that you are a researcher conducting observations in a child-centered classroom for four and five year-olds in which the teachers use developmentally appropriate practice. You would expect to see which of the following teacher behaviors:
Scaffolding
Emphasis on the process of learning Respect for children as unique individuals All of the above
A and C only
Problem 34
What does research tell us about the effects of children's participation in early childhood education programs?
They have positive effects for children who come from prosperous families, but not for children from impoverished families.
They cost a great deal of money, and bring value to individual children and their families, but not to society.
For every dollar spent on these programs, society s between 2 and 16 times that amount in costs like special education, welfare, and incarceration.
Children used to benefit from these programs in the 1960s and 1970s, but in the current historical period they no longer do so.
Large bodies of research support each of these different conclusions.
Problem 35
You are observing at a preschool and note the ways that different children are playing:
- Clyde and Pat are each building a tower with blocks, but are not talking or exchanging blocks.
- Ruby is serving Candy a pretend piece of pie in the toy kitchen area.
- Annabelle is watching Jeff and Ling who are creating dinosaur eggs out of clay.
- Luanne and Violet are drawing in the art area. They hand each other crayons and talk about what each one is drawing.
Based on their play, rank the children developmentally from youngest to oldest.
Clyde, Annabelle, Luanne, Ruby Annabelle, Clyde, Luanne, Ruby Annabelle, Luanne, Clyde, Ruby Annabelle, Ruby, Clyde, Luanne Clyde, Annabelle, Ruby, Luanne
Problem 36
Which of the following statements is FALSE about how to promote play and children's development?
If parents want to promote play, they should increase children's free and unstructured time.
Schools can promote physical development by allowing children more time to play.
Play is an important activity through which children learn how to get along with others.
Because play develops universally, there is really nothing parents can or should do to promote play.
Despite concerns about obesity, schools have typically decreased the length of time that children have for recess.
Problem 37
What should you do as a parent or teacher if a child does not show the kind of play that would be expected for their age?
Don't worry, it's just play, it's not that important.
Conclude that you probably just have an unsociable child on your hands. Pay attention and find ways to encourage the development of their play. Take them to the doctor for a check-up.
Leave them alone, they will catch up on their own.
Problem 38
"Popular" children tend to be ; "rejected" children tend to be
; and "neglected" children tend to be . Which three descriptions, respectively, best complete these phrases?
socially competent; aggressive; shy athletic; easy to push around; shy aggressive; shy; easy to push around
attractive; shy; aggressive
Problem 39
Socially rejected children may show:
withdrawn and solitary play.
disruptive and uncooperative play.
absence of social chat even when talkative.
aggression.
any of the above.
Problem 40
Find the statement about the long-term effects of peer rejection that is FALSE.
Rejected children feel lonely and are at-risk for severe adjustment difficulties.
Rejected children show declines in classroom participation and school achievement.
Rejected children will never really be able to form close relationships with others.
There are no long-term effects. Children easily get over peer rejection. C and D are both false.
Problem 41
Which of the following statements is TRUE about interventions designed to improve children's social skills?
Unless children are helped at a very young age, they can never become socially competent.
Children who are high in sociability will get along well with peers; no intervention can really help those who are low very much.
Many interventions have been shown to improve children's social skills and peer acceptance, and it is important to help children before they experience peer rejection.
For children who are rejected, playing with older children is a great way to naturally improve their social skills.
So far, few interventions have been found to be effective in improving children's peer acceptance, and none have been shown to have lasting effects.
Problem 42
There are several typical steps in the development of anti-social youth. Which of the following is NOT a typical step?
Peer rejection.
Serious mental illness. Temperamental vulnerabilities. Coercive family interactions.
Deviant peer groups and evasion of adult supervision.
Problem 43
There are several factors that influence the development of anti-social youth. Which of the following is NOT a factor?
Dangerous neighborhoods.
Family poverty. Harsh parenting. Peer rejection.
These are all factors that influence the development of anti-social youth.
Problem 44
At about what age do children typically reach the stage of concrete operations in cognitive development?
Early childhood: At about age 4 or 5. Middle childhood: At about age 7 or 8. Early adolescence: At about age 12 or 13. It depends on the child's IQ.
There is no typical age at which concrete operations is reached.
Problem 45
When Piaget said that thought becomes "operational," he meant that thought becomes more:
Logical, reversible, flexible, and organized. Abstract, differentiated, complex, and systematic. Symbolic, interior, conservative, and complex.
Representational, integrated, undulated, and consecrated. Externalized, applicable, deductive, and hypothetical.
Problem 46
Bart is a young boy who really wants the cool new skateboard he just saw at the Board Shop, but he doesn't have enough money to buy it. For a while he thinks about stealing it. Bart decides that stealing isn't really wrong, but he could get punished if he gets caught. Bart'smoral reasoning appears to be at Kohlberg's level.
postconventional unconventional
preconventional
conventional
Problem 47
At what level of moral development are the rules and standards of society internalized and held as one's own?
Preconventional.
Conventional. Post-conventional
Formal operational. Symbolic operational.
Problem 48
What are the general patterns of differences between boys and girls found in psychological and behavioral characteristics?
Small differences between genders in average level, as well as little overlap across genders.
Small differences between genders in average level, as well as large overlap across genders.
Big differences between genders in average level, as well as little overlap across genders.
Big differences between genders in average level, as well as large overlap across genders.
There are no differences in psychological and behavioral between boys and girls.
Problem 49
Select the statement that is FALSE about gender differences between boys and girls:
In many ways, boys receive preferential treatment, but girls have more flexibility in gender expression.
In general, boys are somewhat higher in activity level, whereas girls are somewhat higher in verbal ability.
On average, boys show higher levels of physical aggression, whereas girls show higher levels of self-regulation.
In recent years research has demonstrated that gender differences between boys and girls are based almost entirely on societal expectations.
Prior research found that boys showed higher mathematical abilities than girls, but these differences have disappeared in recent years.
Problem 50
There are several theories of gender development. At this point, which ones have been supported by research?
Social learning theories. Biological theories.
Cognitive developmental theories. Cognitive schema theories.
There is research support for all these theories.
Problem 51
There are several steps in the development of gender identity. Select the list of developments that are in the correct order, from youngest to oldest.
Gender constancy, gender awareness, gender identity commitment.
Gender awareness, gender identity commitment, gender constancy. Gender awareness, gender constancy, gender identity commitment. Gender constancy, gender identity commitment, gender awareness. These developments do not appear in a specific order.
Problem 52
Terry seems like a friendly and likeable person. On a recent gender-role test Terry scored high on "androgyny." Generally speaking, psychologically "androgynous" people:
demonstrate that it can be damaging for women in particular to adopt more masculine psychological traits.
can adapt easily to multiple different situations, enjoy high self-esteem, and are perceived as well-adjusted.
tend to show that it is damaging for both men and women to adopt more psychological traits of the opposite gender.
more often have a bisexual orientation.
Problem 53
Concerning intelligence and its measurement, many psychologists:
criticize both the definition and the tests used to measure it. agree on a definition of intelligence but criticize the IQ tests. criticize the definition but accept the tests used to measure it.
accept both the definition of intelligence and the tests used to measure it.
Problem 54
IQ predicts , , and , but it does not predict or .
Grades, job success, and health; creativity or social status. Grades, job success, and happiness; creativity or health.
Grades, job success, and social status; creativity or happiness. Job success, social status, and health; creativity or wisdom.
Health, wealth, and wisdom; creativity or happiness.
Problem 55
What is the current view concerning what determines IQ?
Primarily genetics.
Primarily income of the parents.
Primarily environment.
Both genetics and environment.
Primarily the quality of the school.
Problem 56
According to Howard Gardner's theory of multiple intelligences, there are eight or possibly nine distinct kinds of intelligence. How is this theory different from the standard conceptualization of intelligence (e.g., IQ)?
Gardner focuses more on verbal intelligence and mathematical intelligence. It is not really that different.
Gardner argues that intelligence has more different facets or dimensions.
Gardner is less interested in musical intelligence and inter-personal intelligence
Gardner cares more about using intelligence to predict who will perform well in school.
Problem 57
Which of the following statements is TRUE about the development of an individual's IQ?
An individual's IQ is relatively fixed as soon as he or she enters school.
An individual child who does not perform well in school will not show much development in IQ.
An individual's IQ is malleable and has much possibility for change.
Individual IQ scores are typically stable; if they change, it is usually to decrease.
Individual IQ scores are relatively stable; people generally keep their rank order.
Problem 58
When a typical teacher thinks that a student is NOT very smart, that teacher would usually:
give the child extra work so he/she can catch up. be warm and sympathetic.
talk to and teach less to the child. correct the child more.
give the child special attention.
Problem 59
Tom believes that his ability is a malleable (changeable) characteristic. He feels pride when he succeeds in school, and he views his failures as a sign that he needs to try harder in order do better. Tom's view of his own academic ability makes it likely that he will focus on:
status-based goals learning goals
proof-of-ability goals
performance goals
Problem 60
When schools emphasize performance goals more than learning goals, what effects does this have on students?
Students try harder.
Students focus on competition with each other instead of cooperation. All students learn more.
This provides an advantage to students who are struggling academically. This reduces the drop-out rate.
Problem 61
How could we improve middle and junior high schools to be a better fit for adolescents?
Make them more personal and autonomy supportive. Make them more interesting and competitive.
Make them include more ability tracking and less supervision.
Make them more democratic and less academically demanding.
Leave them as they are; middle and junior high schools are already a good fit for adolescents.
Problem 62
Adolescence is a time of bio-psycho-social developments. Which of the following is NOT a part of these typical changes?
Puberty.
Neurological developments. Cognitive changes.
Increases in emotions and emotional reactivity. Decreases in need for parental support.
Problem 63
What neurological developments make adolescence a particularly challenging time for adolescents as well as for their parents and teachers?
Puberty-enough said.
Hormonal changes interfere with normal neurological functioning. Speed of neurological development produces spurts of brain growth.
Emotional reactivity develops faster than the cognitive network that regulates it.
Overactive mylenization among brain networks.
Problem 64
According to the lecture, what is the biggest health issue for adolescents?
Lack of sleep.
Smoking cigarettes. Smoking marijuana. Drinking alcohol.
Having unprotected sex.
Problem 65
James Marcia developed a system by which adolescents can be classified into one of four identity statuses, according to whether they have (1) made a thorough exploration (and/or experienced a "crisis") or (2) made a "commitment" in life. The identity status which would best be described as "no conflict, no crisis, no clue" would be:
the identity moratorium status. the identity diffusion status.
the identity achievement status. the identity foreclosure status.
Problem 66
Which of the following factors makes the formation of identity a smoother process?
Authoritarian parenting.
Belonging to a group that is devalued by society.
Exposure to a variety of role models and cultures. Concrete operations.
Problem 67
Although adolescents have an enhanced ability to reflect on their own as well as other's thoughts and emotions, nevertheless, young adolescents may have some difficulty separating their own thoughts and feelings from those of other people. This can lead to two types of adolescent egocentrism:
reliance on intuitive and coincidental reasoning, rather than scientific reasoning.
the imaginary audience and the personal fable. schizoid and schizotypal personality disorders.
failure to master formal operations, and regression to concrete operations.
Problem 68
When Bobby became a young adolescent capable of formal operational thinking, he became able to think more independently, imagine alternatives to current realities, and raise Problems about almost any possibility. This led Bobby to:
become an idealist, envisioning a more perfect world, and inventing logical solutions to problems for the imperfect world he saw around him.
greater perceptual salience, where a deeper understanding was reached according to how things actually look.
combine individual facts which were actually unrelated, thus creating even greater confusion in adulthood.
a more careful focusing of awareness and a greater ability to classify objects and relations in accord with a single dimension.
Problem 69
Randy is a gloomy 17-year-old adolescent hanging around the house, because his steady girlfriend, Billie Jean, is going on a date with another guy. His dad tries to comfort him and says, "I know just how you feel, son. When I was your age..." Randy cuts him off, shouting, "You don't know how I feel.
Nobody knows how I feel!" Randy's dramatic outburst is typical of:
an adolescent's personal fable. the idea of an imaginary audience. decontextualized thinking.
raging hormones in adolescence.
Problem 70
Which of the following statements best describes the roles of parents and peers during adolescence?
Peers become the most important source of influence on adolescent identity.
When parents are authoritarian, they remain the most influential and peers are less important.
Parents and peers have equal influence - it is up to the adolescent to decide who to listen to.
Parents continue to be influential in values, morals, and beliefs and peers assume greater influence on interests, activities, and lifestyle.