Exploring lifespan development 3rd edition berk test bank

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CHAPTER 8 EMOTIONAL AND SOCIAL DEVELOPMENT IN EARLY CHILDHOOD MULTIPLE CHOICE 1) According to Erikson, once children have a sense of autonomy, they A) achieve the psychological conflict of the preschool years.

B) become less contrary than they were as toddlers.

C) become hesitant to try new things.

D) have a new sense of purposefulness.

Answer: B Page Ref: 200 Skill: Understand Objective: 8.1 2) According to Erikson’s theory, children best learn to cooperate to achieve goals through A) play.

B) discipline.

C) modeling.

D) scaffolding.

Answer: A Page Ref: 200 Skill: Understand Objective: 8.1 3) According to Erikson, one of the major functions of play is to A) allow children to escape from the demands of their lives into a fantasy world.

B) show caregivers the things that are important to children.

C) create a small social organization of children who try out culturally meaningful roles and skills.

D) allow children to represent their unconscious wishes and desires symbolically.

Answer: C Page Ref: 200 Skill: Understand Objective: 8.1 4) According to Erikson, preschoolers’ exuberant play and bold efforts to master new tasks break down when they A) are threatened, criticized, and punished excessively by adults.

B) identify too strongly with the same-sex parent.

C) identify too strongly with the other-sex parent.

D) have an overly lenient superego.

Answer: A Page Ref: 200 Skill: Understand Objective: 8.1

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5) Three-year-old Paul’s self-awareness is strengthening. He describes himself as “big” and “really fast,” and says he is happy when he plays with friends. Paul is beginning to develop a A) subjective id.

B) restrained superego.

C) self-concept.

D) moral self.

Answer: C Page Ref: 201 Skill: Apply Objective: 8.2 6) When asked “Tell me about yourself,” which of the following is 3-year-old Riley the most likely to say?

A) “I have new, blue shoes.”

B) “I am cheerful.”

C) “I am shy.”

D) “I am friendly.”

Answer: A Page Ref: 201 Skill: Apply Objective: 8.2 7) If you ask preschoolers to describe themselves, they usually A) give personality traits and characteristics, such as being friendly, kind, helpful, and smart.

B) give concrete descriptions that include physical appearance, possessions, and everyday behaviors.

C) compare themselves to people they know, such as parents, siblings, or peers.

D) describe themselves differently each time you ask the question.

Answer: B Page Ref: 201 Skill: Understand Objective: 8.2 8) __________ are a major means through which caregivers imbue the young child’s self-concept with cultural values.

A) Formal lessons B) Concrete rewards C) Read-aloud books D) Self-evaluative narratives Answer: D Page Ref: 201 Skill: Understand Objective: 8.2 9) In observational research on Irish-American families in Chicago and Chinese families in Taiwan, A) Chinese parents rarely told their preschoolers stories about children’s transgressions.

B) Irish-American parents told their preschoolers stories about the child’s misdeeds.

C) Irish-American parents told stories interpreting the child’s misbehavior as a negative act.

D) Chinese parents told stories stressing the impact of the child’s misdeeds on others.

Answer: D Page Ref: 201 Skill: Understand Objective: 8.2

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Chapter 8 Emotional and Social Development in Early Childhood

10) The attributes, abilities, attitudes, and values that we believe define ourselves comprise our __________, whereas the judgments we make about our worth and the feelings associated with those judgments are our __________.

A) self-concept; self-esteem B) identity; self-concept C) self-esteem; self-concept D) self-concept; identity Answer: A Page Ref: 201 Skill: Remember Objective: 8.2 11) Preschoolers tend to A) overestimate task difficulty.

B) rate their own ability as extremely high.

C) form few self-judgments.

D) distinguish between their desired and their actual competence.

Answer: B Page Ref: 201 Skill: Understand Objective: 8.2 12) By age 3, children whose parents criticize their worth and performance A) express shame and despondency after failing.

B) rate their own abilities as extremely low.

C) develop an exaggerated sense of self-importance.

D) are eager to tackle new tasks.

Answer: A Page Ref: 201 Skill: Understand Objective: 8.2 13) Between ages 2 and 6, A) self-esteem develops from repeated experiences with failure.

B) emotional self-regulation improves.

C) the ego begins to cause children to feel guilt.

D) preschoolers focus less intently on qualities that make them unique.

Answer: B Page Ref: 202 Skill: Understand Objective: 8.3 14) Research on emotional understanding shows that preschoolers A) cannot correctly judge the causes of many basic emotions.

B) cannot predict what a playmate expressing a certain emotion might do next.

C) come up with effective ways to relieve others’ negative feelings.

D) do not realize that thinking and feeling are interconnected.

Answer: C Page Ref: 202 Skill: Understand Objective: 8.3

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15) The more parents __________, the more “emotion words” children use and the better developed their emotional understanding.

A) label emotions, explain them, and express warmth and enthusiasm when conversing with preschoolers B) encourage peer sociability and demand that their children share with peers C) label their children’s successes and failures and point out when their children make errors D) expect their children to behave like adults Answer: A Page Ref: 202 Skill: Understand Objective: 8.3 16) Which of the following statements is supported by research on emotional understanding?

A) Preschoolers whose parents explain emotions to them show delayed emotional understanding.

B) With age, preschoolers engage in less emotion talk with siblings and friends.

C) Make-believe play can cause emotional confusion, especially when children play with younger children or siblings.

D) Preschoolers who are securely attached to their mothers better understand emotion than preschoolers who are insecurely attached.

Answer: D Page Ref: 202 Skill: Understand Objective: 8.3 17) During a parade, 3-year-old Bart puts his hands over his ears when the band marches by. Bart is engaging in A) emotional self-regulation.

B) deduction.

C) induction.

D) self-concept adjustment.

Answer: A Page Ref: 202 Skill: Apply Objective: 8.3 18) Effortful control A) involves judgments we make about our own worth.

B) consists of our attributes, abilities, and personal values.

C) continues to be vital in managing emotion during early childhood.

D) does not emerge until the late elementary school years.

Answer: C Page Ref: 202 Skill: Understand Objective: 8.3 19) Warm parents who __________ strengthen children’s capacity to handle stress.

A) explain strategies for controlling feelings B) rarely express emotion C) react boldly when angry or frustrated D) label children’s feelings as overemotional Answer: A Page Ref: 202 Skill: Understand Objective: 8.3

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Chapter 8 Emotional and Social Development in Early Childhood

20) Which of the following individuals is most likely to handle stress effectively?

A) Sal, whose parents rarely express positive emotions B) Cara, whose parents punish her when she loses control of her emotions C) Sean, whose parents explain strategies for controlling feelings D) Louisa, who experiences negative emotion intensely Answer: C Page Ref: 202 Skill: Apply Objective: 8.3 21) Among Western children, __________ is associated with feelings of personal inadequacy and with maladjustment.

A) guilt B) intense shame C) sympathy D) fear Answer: B Page Ref: 203 Skill: Remember Objective: 8.3 22) Empathy serves as an important motivator of __________ behavior.

A) assertive B) dishonest C) prosocial D) self-interested Answer: C Page Ref: 203 Skill: Understand Objective: 8.3 23) As the ability to take another’s perspective improves, A) children rely less on words to convey empathetic feelings.

B) the tendency to focus on one’s own anxiety increases.

C) sympathetic feelings decrease.

D) empathic responding increases.

Answer: D Page Ref: 203 Skill: Understand Objective: 8.3 24) Four-year-old Simka is sociable and good at regulating emotion. She is likely to A) experience personal distress when she sees a peer in distress.

B) help, share, and comfort others in distress.

C) less often display sympathetic concern for others.

D) less often display prosocial behavior.

Answer: B Page Ref: 203 Skill: Apply Objective: 8.3

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25) Four-year-old Harry has parents who show sensitive, empathic concern for his feelings. When another child is unhappy, Harry is likely to respond with A) sympathetic concern.

B) fear and anger.

C) frowning and lip biting.

D) anxiety and distress.

Answer: A Page Ref: 203 Skill: Apply Objective: 8.3 26) According to Mildred Parten’s research on peer sociability, play develops in what sequence?

A) nonsocial, parallel, cooperative, associative B) nonsocial, parallel, associative, cooperative C) cooperative, parallel, nonsocial, associative D) associative, cooperative, parallel, nonsocial Answer: B Page Ref: 203–204 Skill: Remember Objective: 8.4 27) Rachel and Michael play near each other in the sandbox. Rachel uses a scoop and a sifter. Michael uses a pail and a shovel. They do not talk or try to influence each other’s behavior. They are engaging in __________ play.

A) cooperative B) associative C) parallel D) nonsocial Answer: C Page Ref: 204 Skill: Apply Objective: 8.4 28) In associative play, A) a child plays near other children with similar materials but does not try to influence their behavior.

B) a child plays alone or watches other children while they play.

C) children engage in separate activities but exchange toys and comment on one another’s behavior.

D) children orient toward a common goal, such as acting out a make-believe theme.

Answer: C Page Ref: 204 Skill: Understand Objective: 8.4 29) Wendy and James pretend to fly. They run around the yard with their arms outstretched. James says, “Wendy, flap your arms. It makes you go faster!” They are engaged in __________ play.

A) cooperative B) associative C) parallel D) nonsocial Answer: A Page Ref: 204 Skill: Apply Objective: 8.4

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Chapter 8 Emotional and Social Development in Early Childhood

30) Preschoolers seem to use __________ play as a way station or a crossroad to new activities.

A) nonsocial B) parallel C) associative D) cooperative Answer: B Page Ref: 204 Skill: Understand Objective: 8.4 31) Which of the following statements about peer sociability is true?

A) Later-appearing forms of play replace earlier ones in the developmental sequence.

B) Once a child begins to play cooperatively, she no longer engages in parallel play.

C) Nonsocial activity is almost nonexistent among kindergarteners.

D) It is the type, not the amount, of solitary and parallel play that changes in early childhood.

Answer: D Page Ref: 204 Skill: Understand Objective: 8.4 32) Parents should be concerned if their preschooler engages in A) more parallel play than nonsocial activity.

B) nonsocial functional play involving repetitive motor action.

C) more solitary play than play with peers.

D) more make-believe play than parallel play.

Answer: B Page Ref: 204 Skill: Understand Objective: 8.4 33) Which of the following statements about peer sociability in collectivist versus individualistic societies is true?

A) Children in collectivist cultures spend more time in parallel play than children in individualistic cultures.

B) Children in collectivist cultures spend more time in make-believe play than children in individualistic cultures.

C) Children in individualistic cultures tend to play in larger groups than children in collectivist cultures.

D) Children in collectivist societies generally play in large groups, which require high levels of cooperation.

Answer: D Page Ref: 205 Skill: Understand Objective: 8.4 34) Caregivers who view play as mere entertainment are __________ likely to __________.

A) more; provide props than those who value its cognitive and social benefits B) more; have children who have rich imaginations than those who view play as developmentally beneficial C) more; encourage associative play than to encourage parallel play D) less; encourage pretend play than those who value its cognitive and social benefits Answer: D Page Ref: 205 Skill: Understand Objective: 8.4

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35) Preschoolers understand that a friend is someone who A) understands you and cares about you.

B) likes you and shares toys.

C) will be in a relationship with you for a long time.

D) trusts you and who you trust.

Answer: B Page Ref: 205 Skill: Understand Objective: 8.4 36) Preschool friends A) interact in essentially the same way as nonfriends.

B) share mutual trust but are not usually emotionally expressive.

C) talk, laugh, and look at each other more than nonfriends do.

D) usually have lasting ties with each other.

Answer: C Page Ref: 205 Skill: Understand Objective: 8.4 37) Jonah, a kindergartener, laughs with and talks to many classmates. Jonah’s classmates, in turn, seem to accept him.

Jonah probably A) needs assistance completing learning tasks.

B) cooperatively participates in classroom activities.

C) receives a lot of teacher attention for misbehavior.

D) exhibits impulse behavior and overactivity.

Answer: B Page Ref: 205 Skill: Apply Objective: 8.4 38) Roger wants to promote his preschool son’s peer interaction skills. Which of the following is a particularly effective technique for Roger to try?

A) Roger should encourage his son to make his own play dates.

B) Roger should talk to his son about the values associated with friendship.

C) Roger should encourage his son to play group sports.

D) Roger should arrange informal peer play activities.

Answer: D Page Ref: 205 Skill: Apply Objective: 8.4 39) All theories of moral development recognize that conscience begins to take shape A) prenatally.

B) at birth.

C) in early childhood.

D) in late childhood.

Answer: C Page Ref: 206 Skill: Understand Objective: 8.5

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Chapter 8 Emotional and Social Development in Early Childhood

40) Which of the following statements about the development of morality is true?

A) At first, a child’s morality is regulated by inner standards.

B) Gradually, a child’s morality becomes externally controlled by adults.

C) Moral individuals do the right thing to conform to others’ expectations.

D) Truly moral individuals have developed compassionate concerns and principles of good conduct.

Answer: D Page Ref: 206 Skill: Understand Objective: 8.5 41) Each major theory of moral development A) recognizes that moral behavior is learned through operant conditioning.

B) emphasizes a different aspect of morality.

C) recognizes that guilt motivates good conduct.

D) emphasizes the role of thinking in conscience development.

Answer: B Page Ref: 206 Skill: Understand Objective: 8.5 42) According to Freud, children A) listen to the id to avoid shame and doubt.

B) behave morally when adults point out the effects of their misbehavior on others.

C) obey the ego to avoid feelings of mistrust.

D) obey the superego to avoid guilt.

Answer: D Page Ref: 206 Skill: Understand Objective: 8.5 43) When parents use inductive discipline, they A) threaten to withdraw their love to motivate good behavior.

B) model the behavior that they want their child to follow.

C) rely on rewards and punishment to shape their child’s behavior.

D) point out the effects of their child’s misbehavior on others.

Answer: D Page Ref: 207 Skill: Understand Objective: 8.5 44) Preschoolers with warm parents who use induction are __________ likely to __________.

A) less; confess after wrongdoing B) less; repair damage after misdeeds C) more; display prosocial behavior D) more; misbehave Answer: C Page Ref: 207 Skill: Understand Objective: 8.5

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45) Giving young children reasons for changing their behavior A) is futile because they do not have the cognitive capacity to process the information.

B) encourages them to adopt moral standards because they make sense.

C) is not as effective of a motivator as fear of punishment or withdrawal of affection.

D) can lead to denial of emotion and development of a weak conscience.

Answer: B Page Ref: 207 Skill: Understand Objective: 8.5 46) Which of the following children is the most likely to respond well to gentle, inductive discipline?

A) Taylor, who is anxious B) Evelyn, who is impulsive C) Mercedes, who is fearless D) Ned, who is low in empathy Answer: A Page Ref: 207 Skill: Apply Objective: 8.5 47) Empathy-based guilt reactions A) are associated with repairing damage caused by misdeeds.

B) interfere with moral development.

C) are only influential in early childhood.

D) are the only force that compels children to act morally.

Answer: A Page Ref: 207 Skill: Understand Objective: 8.5 48) According to social learning theorists, A) prosocial acts often occur spontaneously in early childhood.

B) morality is acquired through reinforcement and modeling.

C) children behave morally because they are capable of effortful control.

D) guilt is the only force that compels us to act morally.

Answer: B Page Ref: 207 Skill: Understand Objective: 8.5 49) Parents are most likely to use forceful methods of discipline when A) they want to foster long-term goals.

B) very serious transgressions occur.

C) immediate obedience is necessary.

D) children are verbally aggressive towards others.

Answer: C Page Ref: 208 Skill: Understand Objective: 8.5

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Chapter 8 Emotional and Social Development in Early Childhood

50) Corporal punishment A) promotes permanent compliance.

B) models aggression.

C) teaches children to act kindly.

D) increases from age 5 upward.

Answer: B Page Ref: 208 Skill: Understand Objective: 8.5 51) Research on corporal punishment shows that African-American and Caucasian-American parents A) consider physical punishment to be wrong.

B) seem to mete out physical punishment differently.

C) culturally approve of physical discipline.

D) are usually highly agitated when they use physical punishment.

Answer: B Page Ref: 209 Box: CULTURAL INFLUENCES: Ethnic Differences in the Consequences of Physical Punishment Skill: Understand Objective: 8.5 52) Research on physical punishment suggests that Caucasian parents A) view physical punishment as necessary for instilling moral values.

B) spank in the context of parental warmth.

C) typically consider physical punishment to be wrong.

D) believe that spanking is done with the child’s best interests in mind.

Answer: C Page Ref: 209 Box: CULTURAL INFLUENCES: Ethnic Differences in the Consequences of Physical Punishment Skill: Understand Objective: 8.5 53) A few minutes in time out can be enough to change behavior and also allows parents A) time to discuss alternative punishments.

B) to use positive discipline.

C) to use induction.

D) time to cool off.

Answer: D Page Ref: 208–209 Skill: Understand Objective: 8.5 54) Mia bit her brother and threw a tantrum, so her father sent her to her room until she was ready to act appropriately. This technique, known as time out, A) gives Mia’s father a cooling-off period.

B) predicts depressive symptoms.

C) helps Mia relate biting to her father’s expectations for her future behavior.

D) is not as effective as corporal punishment.

Answer: A Page Ref: 208–209 Skill: Apply Objective: 8.5

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55) Mr. Cortez explains to his 5-year-old daughter that she should not talk loudly at the library because other people are trying to read. Mr. Cortez’s explanation is an example of A) induction.

B) positive parenting.

C) a disciplinarian moral imperative.

D) an inner standard of morality.

Answer: B Page Ref: 209 Skill: Apply Objective: 8.5 56) The __________ perspective regards children as active thinkers about social rules.

A) cognitive-developmental B) psychoanalytic C) behaviorist D) social learning Answer: A Page Ref: 210 Skill: Remember Objective: 8.5 57) Connie teaches her children to call adults “sir” and “ma’am” and to say “please” and “thank you.” These rituals are known as A) moral imperatives.

B) matters of personal choice.

C) politeness imperatives.

D) social conventions.

Answer: D Page Ref: 210 Skill: Apply Objective: 8.5 58) According to cognitive-developmental theorists, preschoolers A) cannot distinguish a moral imperative from a social convention.

B) view not sharing as a more serious transgression than breaking a peer’s toy.

C) acquire ready-made standards of good conduct from adults.

D) tend to reason rigidly.

Answer: D Page Ref: 210 Skill: Understand Objective: 8.5 59) Three-year-old Brandon sees Denny put Mark’s toy in his pocket and Margot put her finger in Janice’s soup. Brandon is most likely to view A) the bad table manners as worse than the stealing.

B) both actions as okay as long as they were not witnessed by an adult.

C) the stealing as worse than the bad table manners.

D) both actions as equally wrong.

Answer: C Page Ref: 210 Skill: Apply Objective: 8.5

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Chapter 8 Emotional and Social Development in Early Childhood

60) An example of instrumental aggression is a child A) calling a peer a name.

B) pushing another child off a seat that he wants to sit on.

C) telling the teacher that someone else is sitting in her seat.

D) hitting a peer who has hurt her feelings.

Answer: B Page Ref: 211 Skill: Apply Objective: 8.6 61) Macy spreads a rumor about Tya after Tya is cast as the lead in the school play, the role Macy desired. This is an example of __________ aggression.

A) physical B) proactive C) reactive D) verbal Answer: C Page Ref: 211 Skill: Apply Objective: 8.6 62) In early childhood, __________ aggression __________.

A) relational; tends to rise B) physical; gradually replaces verbal aggression C) reactive; declines D) proactive; rises gradually Answer: A Page Ref: 211 Skill: Understand Objective: 8.6 63) Which of the following types of aggression is 7-year-old Alecia the most likely to use to inflict harm?

A) physical B) verbal C) relational D) proactive Answer: C Page Ref: 211 Skill: Apply Objective: 8.6 64) Which of the following preschool children is the most likely to be a target of harsh, inconsistent discipline?

A) Samantha, who is shy B) Xander, who is active C) Amir, who is cheerful D) Li Ming, who is helpful Answer: B Page Ref: 212 Skill: Apply Objective: 8.6

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65) Verbally and relationally aggressive acts are particularly frequent in A) children’s television programming.

B) police and hospital TV shows.

C) reality TV shows.

D) cartoons.

Answer: C Page Ref: 212 Skill: Remember Objective: 8.6 66) A growing number of studies confirm that playing violent video games A) increases the likelihood of aggressive behavior.

B) does not spark hostile behavior in nonaggressive children.

C) impacts girls more than boys.

D) has a greater impact on teens than on preschool and young school-age children.

Answer: A Page Ref: 212 Skill: Understand Objective: 8.6 67) Violent television programming A) creates short-term increases in aggression, but does not have long-term negative consequences.

B) increases the likelihood of hostile thoughts and emotions.

C) helps children learn the consequences of misbehavior.

D) only has a negative effect on children who are already highly aggressive.

Answer: B Page Ref: 212 Skill: Understand Objective: 8.6 68) The V-Chip A) allows parents to block undesired TV programs.

B) identifies violent TV and computer programs.

C) violates the First Amendment right to free speech.

D) remains optional for new television sets in the United States.

Answer: A Page Ref: 212 Skill: Remember Objective: 8.6 69) Evaluations of Incredible Years reveal that the program A) is somewhat helpful to control groups but does not improve the parenting of children with conduct problems.

B) initially helps families with aggressive children, but the effects of the parent training component do not endure.

C) improves parenting and reduces child behavior problems in families with aggressive children.

D) does not have any real lasting impact on children with serious conduct problems.

Answer: C Page Ref: 213 Skill: Understand Objective: 8.6

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Chapter 8 Emotional and Social Development in Early Childhood

70) Gender __________ refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes.

A) identity B) selection C) modeling D) typing Answer: D Page Ref: 213 Skill: Remember Objective: 8.7 71) Gender-stereotyped beliefs A) strengthen during early childhood.

B) emerge slowly, as parents treat boys and girls in similar ways.

C) weaken during the preschool years.

D) are flexible until about age 8, after which they become more rigid.

Answer: A Page Ref: 214 Skill: Understand Objective: 8.7 72) Which of the following situations would most likely evoke a negative reaction from preschool peers?

A) a boy quietly looking at a book B) a boy playing with a Barbie doll C) a girl running in a race D) a girl wearing overalls Answer: B Page Ref: 214 Skill: Apply Objective: 8.7 73) Research found that girls exposed prenatally to high levels of androgens showed a preference for A) quiet over active play.

B) girl playmates.

C) “ladylike” behavior.

D) trucks and blocks over dolls.

Answer: D Page Ref: 214 Skill: Remember Objective: 8.7 74) Typical parents give their sons toys that emphasize A) cooperation.

B) competition.

C) nurturance.

D) physical attractiveness.

Answer: B Page Ref: 214 Skill: Remember Objective: 8.7

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75) In a study involving mother–child conversations about gender typing, A) mothers’ directly expressed gender attitudes were stereotypical.

B) when children voiced stereotypes, mothers affirmed them only 2 percent of the time.

C) mothers rarely explicitly countered a child’s stereotype.

D) mothers rarely called attention to gender.

Answer: C Page Ref: 216 Box: SOCIAL ISSUES: EDUCATION: Young Children Learn About Gender Through Mother–Child Conversations Skill: Understand Objective: 8.7 76) Adults can combat children’s gender stereotyped beliefs by A) labeling gender for children.

B) affirming children’s stereotypical gender claims.

C) calling attention to gender.

D) asking children to avoid using gender labels.

Answer: D Page Ref: 216 Box: SOCIAL ISSUES: EDUCATION: Young Children Learn About Gender Through Mother–Child Conversations Skill: Understand Objective: 8.7 77) Preschool teachers A) give girls more encouragement than boys to participate in adult-structured activities.

B) give more overall attention to girls than to boys.

C) tend to praise girls more often than boys for their academic knowledge.

D) use more disapproval and controlling discipline with girls than with boys.

Answer: A Page Ref: 215 Skill: Understand Objective: 8.7 78) Research on environmental influences on gender typing shows that A) girls are especially intolerant of “cross-gender” play in other girls.

B) preschoolers often engage in “cross-gender” activities at home, but rarely do so in the presence of peers.

C) when preschoolers engage in “cross-gender” activities, peers criticize them.

D) preschoolers play in mixed-gender groups more than they play in same-sex groups.

Answer: C Page Ref: 215 Skill: Understand Objective: 8.7 79) When Henry is asked to judge the baking contest, he evaluates the boys more positively than the girls. This is an example of A) same-sex selection.

B) in-group favoritism.

C) gender selection.

D) gender typing.

Answer: B Page Ref: 215 Skill: Apply Objective: 8.7

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Chapter 8 Emotional and Social Development in Early Childhood

80) Jacob rates his personality as ambitious, affectionate, competitive, cheerful, and soft-spoken. Jacobs’s responses indicate a(n) __________ gender identity.

A) androgynous B) traditionally feminine C) traditionally masculine D) abnormal Answer: A Page Ref: 215 Skill: Apply Objective: 8.8 81) According to cognitive-developmental theory, __________ come(s) before __________ in the development of gender identity.

A) behavior; self-perceptions B) gender constancy; gender identity C) self-perceptions; behavior D) gender constancy; gender awareness Answer: C Page Ref: 215 Skill: Remember Objective: 8.8 82) Five-year-old Lincoln understands that his sister is still a girl even though she has extremely short hair, wears combat boots, and drives a pickup truck. Lincoln has acquired the concept of gender A) preference.

B) awareness.

C) orientation.

D) constancy.

Answer: D Page Ref: 215 Skill: Apply Objective: 8.8 83) Four-year-old Cain watches an adult dress a boy doll in girl’s clothing. Cain is likely to insist that the doll A) is a boy wearing a dress.

B) is androgynous.

C) is now a girl.

D) looks pretty.

Answer: C Page Ref: 215–216 Skill: Apply Objective: 8.8 84) Gender schema theory A) explains how environmental factors contribute to sex differences in behavior and personality traits.

B) maintains that children acquire gender-typed responses through modeling and reinforcement.

C) is an information-processing approach that combines social learning and cognitive-development features.

D) maintains that biological factors have a greater impact on gender typing than environmental factors.

Answer: C Page Ref: 216 Skill: Understand Objective: 8.8

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85) Three-year-old Nathan is a gender-schematic child. Because Nathan does not like raisins, he is likely to conclude that __________ like(s) raisins.

A) nobody B) only girls C) only boys D) everybody else Answer: B Page Ref: 217 Skill: Apply Objective: 8.8 86) Mr. Jensen would like to reduce gender stereotyping in his preschool classroom. Which of the following strategies will help him accomplish that goal?

A) He can use language that conveys gender stereotypes.

B) He can present media that conveys gender stereotypes.

C) He can limit traditional gender roles in his own behavior.

D) He can channel boys towards more active play and girls towards quieter activities.

Answer: C Page Ref: 217 Skill: Apply Objective: 8.8 87) The authoritative child-rearing style is A) low in acceptance and high in coercive control.

B) the most successful approach.

C) warm and accepting, but uninvolved.

D) low in acceptance and involvement.

Answer: B Page Ref: 217 Skill: Remember Objective: 8.9 88) Authoritative parents A) exert control, yell, command, criticize, and threaten their children.

B) simply lack confidence in their ability to influence their child’s behavior.

C) combine low acceptance and involvement with little control and general indifference to issues of autonomy.

D) insist on mature behavior and give reasons for their expectations.

Answer: D Page Ref: 218 Skill: Understand Objective: 8.9 89) Dayna is unhappy, anxious, and has low self-esteem. She tends to resort to force when she does not get her way.

Dayna’s parents probably have a(n) __________ child-rearing style.

A) authoritative B) authoritarian C) permissive D) uninvolved Answer: B Page Ref: 218 Skill: Apply Objective: 8.9

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Chapter 8 Emotional and Social Development in Early Childhood

90) Children of authoritarian parents A) typically have an upbeat mood and are cooperative.

B) tend to be overly demanding and dependent on adults.

C) tend to react with hostility when frustrated.

D) are emotionally detached and depressed.

Answer: C Page Ref: 218 Skill: Understand Objective: 8.9 91) Many permissive parents A) are emotionally detached and depressed, with little time and energy for children.

B) insist on mature behavior and give reasons for their expectations.

C) lack confidence in their ability to influence their child’s behavior.

D) exercise firm, reasonable control over their children.

Answer: C Page Ref: 218 Skill: Understand Objective: 8.9 92) A(n) __________ parenting style is associated with children who are impulsive, disobedient, overly demanding, and dependent on adults.

A) uninvolved B) permissive C) authoritarian D) authoritative Answer: B Page Ref: 219 Skill: Understand Objective: 8.9 93) Emotionally detached parents with depression often have a(n) __________ style of child rearing.

A) uninvolved B) permissive C) authoritarian D) authoritative Answer: A Page Ref: 219 Skill: Understand Objective: 8.9 94) Uninvolved parents A) are overindulgent.

B) sometimes engage in neglect.

C) engage in psychological control.

D) promote maturity and adjustment in children of diverse temperaments.

Answer: B Page Ref: 219 Skill: Understand Objective: 8.9

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95) Which of the following children is the most likely to evoke warm, consistent discipline?

A) Ryan, who is fearless B) Brigham, who has low self-esteem C) Isabella, who is cooperative D) Bonny, who is impulsive Answer: C Page Ref: 219 Skill: Apply Objective: 8.9 96) According to research on cultural variations in child-rearing styles, A) Chinese parents report expressing affection and using induction as much as American parents do.

B) compared with Chinese parents, Western parents more often use reason-oriented discipline.

C) compared with Western parents, Chinese parents describe their parenting as more permissive.

D) compared with Western parents, Chinese parents praise their children more often.

Answer: A Page Ref: 219 Skill: Understand Objective: 8.9 97) Which of the following statements about child maltreatment is true?

A) Child abuse is a modern problem and is especially common in nonindustrialized nations.

B) Parents commit more than 80 percent of abusive incidents.

C) Neglect includes ridicule, humiliation, and intimidation.

D) Nonparent relatives commit about 30 percent of abusive incidents.

Answer: B Page Ref: 220 Skill: Understand Objective: 8.10 98) Rates of physical and emotional abuse are A) higher for mothers than for fathers.

B) higher for fathers than for mothers.

C) lower than rates of sexual abuse.

D) fairly similar for mothers and fathers.

Answer: D Page Ref: 220 Skill: Remember Objective: 8.10 99) Whether a child is maltreated largely depends on A) the child’s temperament.

B) the parents’ characteristics.

C) family size.

D) the child’s gender.

Answer: B Page Ref: 220 Skill: Understand Objective: 8.10

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Chapter 8 Emotional and Social Development in Early Childhood

100) The majority of abusive and neglectful parents A) lack “lifelines.”

B) have developmental problems.

C) hyperfocus on their children.

D) are skilled at establishing social relationships.

Answer: A Page Ref: 221 Skill: Understand Objective: 8.10 101) The United States A) prohibits corporal punishment, a measure that dampens both physical discipline and abuse.

B) is one of two industrialized nations that does not have a law prohibiting corporal punishment in schools.

C) has few laws to protect children from maltreatment, even though widespread support exists for banning corporal punishment.

D) has some of the strictest laws for protecting children from child maltreatment compared to other industrialized nations.

Answer: B Page Ref: 221 Skill: Remember Objective: 8.10 102) Over time, maltreated children show A) cognitive gains.

B) improved executive function.

C) serious adjustment problems.

D) few long-term problems.

Answer: C Page Ref: 221 Skill: Understand Objective: 8.10 103) Because child maltreatment is embedded in families, communities, and society as a whole, A) efforts to prevent it must be directed at each of these levels.

B) it is almost impossible to prevent.

C) prevention efforts are not cost-effective.

D) victims are often removed from their homes and communities.

Answer: A Page Ref: 221 Skill: Understand Objective: 8.10 104) __________ sharply reduces child maltreatment.

A) The use of anti-aggression medication B) The use of anti-depressants C) Providing social supports to families D) Involvement with Child Protective Services Answer: C Page Ref: 221 Skill: Understand Objective: 8.10

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105) In an evaluation of its effectiveness, Healthy Families home visitation alone reduced only neglect, not abuse. But adding __________ dramatically increased its impact.

A) low-cost, high-quality child care B) access to quality health care C) a cognitive component D) clean and uncrowded living conditions Answer: C Page Ref: 222 Skill: Remember Objective: 8.10 ESSAY 106) Discuss the emergence of empathy in early childhood. How does this capacity affect prosocial, or altruistic, behavior?

Answer: Empathy serves as an important motivator of prosocial, or altruistic, behavior—actions that benefit another person without any expected reward for the self. Compared with toddlers, preschoolers rely more on words to communicate empathic feelings. And as the ability to take another’s perspective improves, empathic responding increases. Yet in some children, empathy—feeling with another person and responding emotionally in a similar way—does not yield acts of kindness and helpfulness but, instead, escalates into personal distress. In trying to reduce these feelings, the child focuses on his own anxiety rather than the person in need. As a result, empathy does not lead to sympathy—feelings of concern or sorrow for another’s plight.

Temperament plays a role in whether empathy prompts sympathetic, prosocial behavior or self-focused personal distress. Children who are sociable, assertive, and good at regulating emotion are more likely to help, share, and comfort others in distress. But poor emotion regulators, who are often overwhelmed by their feelings, less often display sympathetic concern and prosocial behavior. As with other aspects of emotional development, parenting affects empathy and sympathy. When parents show sensitive, empathic concern for their preschoolers’ feelings, children are likely to react in a concerned way to the distress of others— relationships that persist into adolescence and early adulthood. Besides modeling sympathy, parents can teach children the importance of kindness and can intervene when they display inappropriate emotion—strategies that predict high levels of sympathetic responding.

Page Ref: 203 107) Describe first friendships. How do preschoolers describe friends?

Answer: As preschoolers interact, first friendships form that serve as important contexts for emotional and social development. Preschoolers understand that a friend is someone “who likes you,” with whom you spend a lot of time playing, and with whom you share toys. But friendship does not yet have a long-term, enduring quality based on mutual trust. Preschoolers might describe someone as “my best friend” on days when the children get along well, but when a dispute arises, they might reverse themselves. Nevertheless, interactions between young friends are unique. Preschool friends are more cooperative and emotionally expressive— talking, laughing, and looking at each other more often than nonfriends do. Furthermore, children who begin kindergarten with friends in their class or readily make new friends adjust to school more favorably. The company of friends seems to serve as a secure base from which to develop new relationships, enhancing children’s feelings of comfort in the new classroom.

Page Ref: 205

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Chapter 8 Emotional and Social Development in Early Childhood

108) Describe two distinct purposes and three distinct forms of aggression.

Answer: Beginning in late infancy, all children display aggression at times. As interactions with siblings and peers increase, so do aggressive outbursts. By the second year, aggressive acts with two distinct purposes emerge.

Initially, the most common is proactive (or instrumental) aggression, in which children act to fulfill a need or desire—obtain an object, privilege, space, or social reward, such as adult or peer attention—and unemotionally attack a person to achieve their goal. The other type, reactive (or hostile) aggression, is an angry, defensive response to provocation or a blocked goal and is meant to hurt another person.

Proactive and reactive aggression come in three forms: • Physical aggression harms others through physical injury—pushing, hitting, kicking, or punching others or destroying another’s property.

• Verbal aggression harms others through threats of physical aggression, name-calling, or hostile teasing.

• Relational aggression damages another’s peer relationships through social exclusion, malicious gossip, or friendship manipulation.

In early childhood, verbal aggression gradually replaces physical aggression. And proactive aggression declines as preschoolers’ improved capacity to delay gratification enables them to avoid grabbing others’ possessions. But reactive aggression in verbal and relational forms tends to rise over early and middle childhood. Older children are better able to recognize malicious intentions and, as a result, more often respond in hostile ways.

Page Ref: 211 109) How do parents influence gender typing in early childhood?

Answer: Beginning at birth, parents have different expectations of sons than of daughters. Many describe achievement, competition, and control of emotion as important for sons and warmth, “ladylike” behavior, and closely supervised activities as important for daughters. Parenting practices reflect these beliefs. Parents typically give their sons toys that stress action and competition (cars, tools, footballs) and their daughters toys that emphasize nurturance, cooperation, and physical attractiveness (dolls, tea sets, jewelry). Parents also actively reinforce independence in boys and closeness and dependency in girls. For example, parents react more positively when a son plays with cars and trucks, demands attention, runs and climbs, or tries to take toys from others. When interacting with daughters, parents more often direct play activities, provide help, encourage participation in household tasks, refer to emotions, and express approval and agreement.

Language is a powerful indirect means for teaching children about gender stereotypes. Even parents who believe strongly in gender equality unconsciously use language that highlights gender distinctions and informs children about traditional gender roles. Of the two sexes, boys are more gender-typed, and fathers, especially, insist that boys conform to gender roles. They place more pressure to achieve on sons than on daughters and are less tolerant of “cross-gender” behavior in sons—more concerned when a boy acts like a “sissy” than when a girl acts like a “tomboy.” But parents who hold nonstereotyped values and consciously avoid behaving in these ways have children who are less gender-typed.

Page Ref: 214–215

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110) Describe the various forms of child maltreatment. Indicate who typically commits abusive incidents and who is at risk for abuse.

Answer: Child maltreatment takes the following forms: • Physical abuse: Assaults, such as kicking, biting, shaking, punching, or stabbing, that inflict physical injury • Sexual abuse: Fondling, intercourse, exhibitionism, commercial exploitation through prostitution or production of pornography, and other forms of exploitation • Neglect: Failure to meet a child’s basic need for food, clothing, medical attention, education, or supervision • Emotional abuse: Acts that could cause serious mental or behavioral disorders, including social isolation, repeated unreasonable demands, ridicule, humiliation, intimidation, or terrorizing Parents commit more than 80 percent of abusive incidents. Other relatives account for about 7 percent.

The remainder are perpetrated by parents’ unmarried partners, school officials, camp counselors, and other adults. Maternal and paternal rates of physical and emotional abuse are fairly similar. Infants and young preschoolers are at greatest risk for neglect; preschool and school-age children for physical, emotional, and sexual abuse.

Page Ref: 220

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