Children and Their Development, Fifth Canadian Edition, 5th Edition Test Bank.pdf (22)

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

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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

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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

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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

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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.

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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.

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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

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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.

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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

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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?

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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

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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

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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.

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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

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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

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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?

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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

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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: Page-Reference: 08-2-01 234-237 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: Page-Reference: 08-2-04 234-237

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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: Page-Reference: 08-2-06 237-239 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: Page-Reference: 08-2-07 237-239 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

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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: Page-Reference: 08-2-09 237-239 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: Page-Reference:

08-2-11 237-239 Topic: What is Intelligence?

Skill: Factual

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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: Page-Reference: 08-2-12 239-240 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

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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: Page-Reference: 08-2-16 241-245 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: Page-Reference: 08-2-17 241-245 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: Page-Reference: 08-2-18 241-245 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

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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: Page-Reference: 08-2-20 241-245 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: Page-Reference: 08-2-21 244-245 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? b. False Answer: 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: Page-Reference: 08-2-22 244-246 Topic: Features of IQ Scores

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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: Page-Reference: 08-2-25 245-246 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.

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a True b False QuestionID: Page-Reference: 08-2-26 245-246 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: Page-Reference: 08-2-28 245-246 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: Page-Reference: 08-2-29 245-246 Topic: Features of IQ Scores Skill: Factual Objective: 8.2.2. What do tests predict? How does dynamic testing differ from traditional testing?

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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: Page-Reference: 08-2-30 246 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

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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

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their peers. a True b False QuestionID: Page-Reference: 08-2-37 254-255 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: Page-Reference: 08-2-40 254-255 Topic: Special Children, Special Needs Skill: Conceptual Objective: 8.3.1. What are the characteristics of gifted and creative children?

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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: Page-Reference: 08-2-44 255-258 Topic: Special Children, Special Needs

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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

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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: Page-Reference: 08-2-50 255-258 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: Page-Reference: 08-2-51 255-258 Topic: Special Children, Special Needs Skill: Applied

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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: Page-Reference: 08-3-01 234-240 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

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3. Sternberg said that successful intelligence involves three distinct abilities. Name and briefly describe them.

QuestionID: Page-Reference: 08-3-03 239-240 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: 083-05 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.

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- 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

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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

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

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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.

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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.

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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

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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

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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?

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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?

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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

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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.

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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.

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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.

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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

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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

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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?

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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?

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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?

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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?

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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

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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

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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

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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.

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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

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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.

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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

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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 PageReference: 282 Topic: Speaking in Sentences

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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?

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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.

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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.

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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

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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

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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

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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.

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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

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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

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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

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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?

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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

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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

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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: Page-Reference: 09-2-02 264 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: Page-Reference: 09-2-03 264-266 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: Page-Reference: 09-2-04 265-266 Topic: The Road to Speech Skill: Factual Objective: 9.1.2. How does infant-directed speech help children learn about language?

Answer: a. True

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5. Young infants cannot discriminate sounds that they have never heard before. a True b False QuestionID: Page-Reference: 09-2-05 265-266 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: Page-Reference: 09-2-07 265-266 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: Page-Reference: 09-2-08 267-268 Topic: The Road to Speech Skill: Factual

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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: Page-Reference: 09-2-09 268 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 PageReference: 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

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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: Page-Reference: 09-2-13 270 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: Page-Reference: 09-2-14 271 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: Page-Reference: 09-2-15 271 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.

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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: Page-Reference: 09-2-18 271-274 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?

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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

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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

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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: Page-Reference: 09-2-28 275 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: Page-Reference: 09-2-29 275 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: Page-Reference: 09-2-30 275 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

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31. Naming objects that are the focus of a child's attention can help the child learn new words. a True b False QuestionID: Page-Reference: 09-2-31 276 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. Indepth 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

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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: Page-Reference: 09-2-36 282 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: Page-Reference: 09-2-37 282-284 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.1. How do children progress from speaking single words to creating complicated sentences?

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Answer: b. False 38. Children learn general rules about grammatical morphemes. a True b False QuestionID: Page-Reference: 09-2-38 282-284 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: Page-Reference: 09-2-39 283 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 s 40. Adding - and - ing are simple grammatical morphemes that are mastered at an early age. a True b False QuestionID: Page-Reference: 09-2-40 282-283 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: Page-Reference: 09-2-41 283-284 Topic: Speaking in Sentences Skill: Factual

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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: Page-Reference: 09-2-42 284-285 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: Page-Reference: 09-2-43 285 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

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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: Page-Reference: 09-2-48 287-289 Topic: Speaking in Sentences Skill: Factual Objective: 9.3.2. How do children acquire the grammar of their native language?

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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

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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

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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: Page-Reference: 09-2-59 295 Topic: Signed Language and Gestural Communication Skill: Factual Objective: 9.5.2. How do signed languages operate?

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Answer: b. False Chapter 09 Essay Questions 1. What is language and how does it differ from simple communication?

QuestionID: Page-Reference: 09-3-01 262-264 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

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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. Infant- directed 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.

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- 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?

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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

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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

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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 PageReference: 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 PageReference: 289-290 Topic: Using Language to Communicate Skill: Factual Objective: 9.4.1. When and how do children learn to take turns in conversation?

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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 PageReference: 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.

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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

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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.

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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

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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?

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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.

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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

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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-towarm-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.

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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

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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

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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

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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.

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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.

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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.

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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

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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

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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

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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?

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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?

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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

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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.

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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.

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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.

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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,

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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

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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

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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: Page-Reference: 10-2-02 302-305 Topic: Emerging Emotions

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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: Page-Reference: 10-2-03 302-305 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: Page-Reference: 10-2-04 302-305 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: Page-Reference: 10-2-05 302-305 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

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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: Page-Reference: 10-2-07 302-305 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

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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: Page-Reference: 10-2-11 347 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: Page-Reference: 10-2-12 302-305 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: Page-Reference: 10-2-13 302-305 Topic: Emerging Emotions Skill: Factual Objective: 10.1.2. At what ages do children begin to experience and express different emotions?

Answer: b. False

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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

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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: Page-Reference: 10-2-19 307-308 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: Page-Reference: 10-2-20 307-308 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.

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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: Page-Reference: 10-2-24 308-310 Topic: Temperament Skill: Factual Objective: 10.2.1. What are the different features of temperament?

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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: Page-Reference: 10-2-26 310-311 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: Page-Reference: 10-2-28 311-312 Topic: Temperament

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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

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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: Page-Reference: 10-2-33 312-314 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: Page-Reference: 10-2-35 314-317 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

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a True b False QuestionID: Page-Reference: 10-2-36 314-317 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: Page-Reference: 10-2-37 314-317 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: Page-Reference: 10-2-38 314-317 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: Page-Reference: 10-2-39 314-317 Topic: Attachment Skill: Factual Objective: 10.3.1. How does an attachment relationship develop between an infant and the primary caregiver?

Answer: b. False

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40. When infants are distressed they prefer to be comforted by their fathers. a True b False QuestionID: Page-Reference: 10-2-40 314-317 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: Page-Reference: 10-2-43 317-323

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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: Page-Reference: 10-2-44 317-323 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?

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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

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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.

Recently, your friends went out for the evening and got a babysitter. They have gotten babysitters in 2. 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?

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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

Your friend Jamal has a 12-month-old daughter, Kia. Recently, they ran into one of Jamal's coworkers 4. 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

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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

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- 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.

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- 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 higher- quality 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

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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

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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.

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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?

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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?

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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

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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.

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B) a preschooler.

C) an elementary school age child.

D) an adolescent.

11-1-13 QuestionID: 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.

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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?

C) a belief that they are the focus of others' thinking.

Answer: 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

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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.

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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

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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

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B) foreclosure C) moratorium D) achievement QuestionID: 11-1-28 Page-Reference: 329-337 Topic: Who Am I? Self-Concept Skill: Objective: Conceptual 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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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?

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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

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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 11-1-71 QuestionID: 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

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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

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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?

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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?

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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.

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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.

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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

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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

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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, socialinformational B) undifferentiated, social-informational, societal, third person, self-reflective C) social-informational, self-reflective, third person, societal, undifferentiated D) undifferentiated, social-informational, selfreflective, third person, societal QuestionID: 11-1-97 Page-Reference: 345-347 Topic: Understanding Others Skill: Factual

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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.

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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.

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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

34

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: Page-Reference: 11-2-03 327-328 Topic: Who Am I? Self-Concept

35

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: Page-Reference: 11-2-06 328-329 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

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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

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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: Page-Reference: 11-2-14 329-337 Topic: Who Am I? Self-Concept Skill: Factual

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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

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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: Page-Reference: 11-2-21 329-337 Topic: Who Am I? Self-Concept Skill: Factual Objective: 11.3.3. How do adolescents achieve an identity?

Answer: b. False

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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: Page-Reference: 11-2-23 329-337 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: Page-Reference: 11-2-24 329-337 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: Page-Reference: 11-2-25 329-337 Topic: Who Am I? Self-Concept

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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

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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: Page-Reference: 11-2-32 337-339 Topic: Who Am I? Self-Concept Skill: Conceptual Objective: 11.2.1. How does self-esteem change as children develop?

Answer: b. False

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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: Page-Reference: 11-2-34 337-339 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: Page-Reference: 11-2-35 337-339 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: Page-Reference: 11-2-36 337-339 Topic: Self-Esteem Skill: Factual

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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: Page-Reference: 11-2-39 340-342 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

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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

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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: Page-Reference: 11-2-46 342-343 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: Page-Reference: 11-2-47 342-343 Topic: Self-Esteem

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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.

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a True b False QuestionID: Page-Reference: 11-2-51 345-347 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: Page-Reference: 11-2-54 347-351 Topic: Understanding Others Skill: Factual Objective: 11.3.3. When do children develop prejudice toward others?

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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

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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?

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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

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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.

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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

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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

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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.

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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:

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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.

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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.

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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

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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.

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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

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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.

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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

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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

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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

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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?

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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.

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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

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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 12-1-36 QuestionID: 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

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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.

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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.

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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

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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

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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?

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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?

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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 .

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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.

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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

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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

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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?

B) Autumn Peltier Answer: 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.

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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.

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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

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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?

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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?

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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?

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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.

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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?

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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?

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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: Page-Reference: 12-2-02 355-356 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

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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: Page-Reference: 12-2-04 355-356 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: Page-Reference: 12-2-06 355-356 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

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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: Page-Reference: 12-2-10 356-357 Topic: Self-Control

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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: Page-Reference: 12-2-12 358-360 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: Page-Reference: 12-2-13 358-360 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

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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: Page-Reference: 12-2-16 360-363 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: Page-Reference: 12-2-17 360-363 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

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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: Page-Reference: 12-2-18 360-363 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: Page-Reference: 12-2-19 360-363 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: Page-Reference: 12-2-20 360-363 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: Page-Reference: 12-2-21 360-363 Topic: Reasoning About Moral Issues Skill: Factual

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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: Page-Reference: 12-2-22 360-363 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: Page-Reference: 12-2-24 363-365 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."

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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: Page-Reference: 12-2-28 363-365 Topic: Reasoning About Moral Issues Skill: Factual Objective: 12.2.3. What factors help promote more sophisticated reasoning about moral issues?

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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: Page-Reference: 12-2-30 366-368 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: Page-Reference: 12-2-31 368-369 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

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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: Page-Reference: 12-2-35 369-370 Topic: Helping Others Skill: Factual Objective: 12.2.2. What skills do children need to behave prosocially?

Answer: b. False

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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: Page-Reference: 12-2-39 370-371 Topic: Helping Others

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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

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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

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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: Page-Reference: 12-2-50 374-375

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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: Page-Reference: 12-2-53 375-383 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

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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: Page-Reference: 12-2-55 375-383 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: Page-Reference: 12-2-56 375-383 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: Page-Reference: 12-2-57 375-383 Topic: Aggression Skill: Factual Objective: 12.4.2. How do families, television, and the child's own thoughts contribute to aggression?

Answer: b. False

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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: Page-Reference: 12-2-61 383-385

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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

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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.

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* 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.

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- 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

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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 PageReference: 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

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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

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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

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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.

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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.

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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

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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

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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.

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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.

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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,

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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?

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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?

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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-deficithyperactivity 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?

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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

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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.

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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

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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

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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

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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.

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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.

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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.

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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?

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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

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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

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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.

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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.

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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

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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

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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: Objective: Applied 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?

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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

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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.

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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

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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?

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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?

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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

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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

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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)

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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

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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.

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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

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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.

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a True b False QuestionID: Page-Reference: 13-2-01 389-391 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: Page-Reference: 13-2-03 389-391 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: Page-Reference: 13-2-04 389-391 Topic: Gender Stereotypes Skill: Factual Objective: 13.1.1. What are gender stereotypes, and how do they differ for males and females?

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Answer: b. False 5. Expressive traits are associated with men. a True b False QuestionID: Page-Reference: 13-2-05 389-391 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: Page-Reference: 13-2-07 389-391 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: Page-Reference: 13-2-08 389-391 Topic: Gender Stereotypes Skill: Factual

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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?

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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

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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: Page-Reference:

13-2-18 393-403 Topic: Differences Related to Gender Skill: Factual

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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?

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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

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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: Page-Reference: 13-2-26 403-405 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: Page-Reference: 13-2-27 403-405 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: Page-Reference: 13-2-28 403-405 Topic: Differences Related to Gender Skill: Factual Objective: 13.2.2. What are the implications of these gender differences for boys' and girls' development?

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Answer: a. True 29. Boys are more likely than girls to use relational aggression. a True b False QuestionID: Page-Reference: 13-2-29 403-405 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: Page-Reference: 13-2-31 405-409 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: Page-Reference: 13-2-32 405-409

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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: Page-Reference: 13-2-34 405-409 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

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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: Page-Reference: 13-2-37 405-409 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: Page-Reference: 13-2-38 405-409 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: Page-Reference: 13-2-39 405-409 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.

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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: Page-Reference:

13-2-41 405-409 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: Page-Reference: 13-2-43 409-411 Topic: Gender Identity Skill: Factual

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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.

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a True b False QuestionID: Page-Reference: 13-2-47 411-413 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: Page-Reference: 13-2-48 413-414 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: Page-Reference: 13-2-50 413-414 Topic: Gender Roles in Transition Skill: Factual

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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:

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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

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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

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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

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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: Page-Reference: 13-3-09 405-409, 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:

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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 PageReference: 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: 13-312 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.

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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.

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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

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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.

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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

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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

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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

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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

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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?

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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

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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.

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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.

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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

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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

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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

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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

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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.

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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: Objective: Conceptual 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

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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

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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.

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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

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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

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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

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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

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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.

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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

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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.

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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

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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.

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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.

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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 14-1-88 QuestionID: 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.

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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.

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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

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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?

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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

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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.

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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?

C) playing alone but maintaining interest in what other children are doing.

Answer: 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.

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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?

A) associative play.

Answer: 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.

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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

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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

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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.

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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.

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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.

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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?

C) conversing.

Answer: 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.

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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

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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.

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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.

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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

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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.

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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

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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

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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?

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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

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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.

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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

53

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

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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

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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."

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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.

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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

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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

59

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?

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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?

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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

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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

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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: Page-Reference: 14-2-01 419-428 Topic: Parenting and Family Relationships

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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: Page-Reference: 14-2-04 419-428 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.1. How do parenting styles and parent behaviours affect children's development?

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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: Page-Reference: 14-2-06 419-428 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: Page-Reference: 14-2-08 419-428

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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: Page-Reference: 14-2-10 419-428 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

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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: Page-Reference: 14-2-14 419-428 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: Page-Reference: 14-2-15 419-428 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

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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: Page-Reference: 14-2-19 419-428

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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: Page-Reference: 14-2-22 419-428 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

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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: Page-Reference: 14-2-26 428-429 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.2. How do children help determine how parents rear them?

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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: Page-Reference: 14-2-27 429-436 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

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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

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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: Page-Reference: 14-2-37 429-436 Topic: Parenting and Family Relationships

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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.

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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: Page-Reference: 14-2-44 436-441 Topic: Parenting and Family Relationships Skill: Factual

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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

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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

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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: Page-Reference: 14-2-54 441-447 Topic: Parenting and Family Relationships Skill: Factual Objective: 14.1.5. What happens when parent-child relationships go awry?

Answer: a. True

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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: Page-Reference: 14-2-58 441-447 Topic: Parenting and Family Relationships Skill: Factual

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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.

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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: Page-Reference: 14-2-65 447-451 Topic: Peer Relationships and Influences

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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.

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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: Page-Reference: 14-2-72 451-455

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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: Page-Reference: 14-2-73 451-455 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

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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: Page-Reference:

14-2-77 455-458 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: Page-Reference: 14-2-79 455-458 Topic: Peer Relationships and Influences Skill: Factual

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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

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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: Page-Reference: 14-2-86 455-458 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

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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: Page-Reference: 14-2-88 458-460 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: Page-Reference: 14-2-89 458-460 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: Page-Reference: 14-2-90 458-460 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

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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: Page-Reference: 14-2-91 458-460 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: Page-Reference: 14-2-92 460-462 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: Page-Reference: 14-2-94 460-462 Topic: Peer Relationships and Influences Skill: Factual

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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: Page-Reference: 14-2-95 460-462 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

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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: Page-Reference: 14-2-101 465-467 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

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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: Page-Reference: 14-2-105 470-473 Topic: Influences of Society Skill: Factual

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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

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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.

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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?

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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

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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

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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.

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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 do can tell the parent council that while it is true that some teens do not use contraceptives because they 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 sex and emphasize sexual or abstinence arethat effective in delaying sexual Youroffriend Enrique has aresponsible co-worker that hebehaviour thinks is gay.

Enrique said he thought that his co20. activity and increasing the use of contraceptives when sexual activity does occur.

A key element seems worker was gay because the co-worker's mother must have been domineering, and his co-worker could to be become heterosexual if he really wanted.

What can youfor tellrefusing Enriqueto about role-playing sessions where students practise strategies havethe sex.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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