Children and Their Development, Fifth Canadian Edition, 5th Edition Test Bank by Ace Test Banks

Test Bank Children and Their Development, Fifth Canadian Edition, 5th Edition Kail, Barnfield

richard@qwconsultancy.com

1|Pa ge

TEST ITEM FILE Mary Close Canadore College

Children and Their Development Fifth Canadian Edition Robert V. Kail and Anne M. C. Barnfield

ISBN: 978-0-13-672808-5

Copyright © 2022 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Children and Their Development, by Kail and Barnfield, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Table of Contents 1. The Science of Child Development 2. Genetic Bases of Child Development 3. Prenatal Development, Birth, and the Newborn 4. Growth and Health 5. Perceptual and Motor Development 6. Theories of Cognitive Development 7. Cognitive Processes and Academic Skills 8. Intelligence and Individual Differences in Cognition 9. Language and Communication 10. Emotional Development 11. Understanding Self and Others 12. Moral Understanding and Behaviour 13. Gender and Development 14. Social Influences

Chapter 01: The Science of Child Development Chapter 01 Multiple-Choice Questions 1. Viewing infants as tabula rasa suggests that A) infants will develop naturally unless the environment interferes. B) experience will mould infants into unique individuals. C) nature is more important than nurture. D) infants are born with a sense of morality. QuestionID: 01-1-01 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) experience will mould infants into unique individuals. 2. The idea that the mind of the human infant is a tabula rasa at birth reflects the belief that A) experience moulds each person into a unique individual. B) children should be left alone so that their good natures can unfold. C) heredity plays a major role in an individual's development. D) infants cannot think because their minds are blank. QuestionID: 01-1-02 Page-Reference: 3 Topic: Setting the Stage Skill: Conceptual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: A) experience moulds each person into a unique individual. 3. If parents believe that children are tabula rasa at birth, they are likely to A) leave their children alone so their virtuous natures can unfold. B) be very permissive with their children. C) assume that nothing they do will have any influence on their children's development. D) plan their children's experiences from the moment of their birth. QuestionID: 01-1-03 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: D) plan their children's experiences from the moment of their birth.

4. The French philosopher Jean Jacques Rousseau believed that A) the human infant is born a tabula rasa. B) infants were born with an innate sense of justice and morality. C) experience moulds each human into a unique individual. D) parents should teach their children rationality and self-control. QuestionID: 01-1-04 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) infants were born with an innate sense of justice and morality. 5. Heather believes her 12-month-old daughter will develop optimally if Heather gives her freedom to grow naturally and does not try to shape her development. Heather's beliefs about child rearing are most similar to those of A) Sigmund Freud. B) Erik Erikson. C) John Locke. D) Jean Jacques Rousseau. QuestionID: 01-1-05 Page-Reference: 3 Topic: Setting the Stage Skill: Applied Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: D) Jean Jacques Rousseau. 6. Jean-Jacques Rousseau emphasized ____________ in child rearing. A) parental discipline B) parental responsiveness and receptiveness C) authoritarian control D) a lack of parental involvement QuestionID: 01-1-06 Page-Reference: 3 Topic: Setting the Stage Skill: Factual Objective: 1.1.1 What ideas did philosophers have about children and childhood? Answer: B) parental responsiveness and receptiveness 7. The detailed, systematic observations of individual children commonly used by scientists in the 19th century came to be known as

Answer: b. False 28. Menarche occurs earlier in countries where nutrition and health care are adequate. a True b False QuestionID: 04-2-28 Page-Reference: 113 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 29. The age of menarche is still dropping in industrialized countries. a True b False QuestionID: 04-2-29 Page-Reference: 114 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 30. Menarche occurs earlier in girls who experience much chronic stress or depression. a True b False QuestionID: 04-2-30 Page-Reference: 114 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 31. Early maturation has psychological consequences that differ for boys and girls. a True b False QuestionID: 04-2-31 Page-Reference: 113-115 Topic: Physical Growth

Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 32. The timing of puberty for girls may be influenced by their fathers, specifically by the quantity and quality of paternal interactions. a True b False QuestionID: 04-2-32 Page-Reference: 115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 33. Maturing early is not psychologically harmful for boys. a True b False QuestionID: 04-2-33 Page-Reference: 113-115 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 34. For boys and girls, maturing late poses few risks. a True b False QuestionID: 04-2-34 Page-Reference: 113-115 Topic: Physical Growth Skill: Factual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: a. True 35. Peers seem to have a large influence on boys' satisfaction with their appearance. a True b False

QuestionID: 04-2-35 Page-Reference: 116 Topic: Physical Growth Skill: Conceptual Objective: 4.1.3. What are the physical changes associated with puberty, and what are their consequences? Answer: b. False 36. Worldwide, about one in three children under age five suffers from malnutrition. a True b False QuestionID: 04-2-36 Page-Reference: 117-118 Topic: Physical Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 37. Malnutrition is not common in industrialized countries. a True b False QuestionID: 04-2-37 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: b. False 38. The effects of malnutrition are especially damaging during infancy. a True b False QuestionID: 04-2-38 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 39. Malnutrition affects a child's intelligence and ability to pay attention. a True

b False QuestionID: 04-2-39 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 40. The effects of malnutrition can be cured simply by providing an adequate diet. a True b False QuestionID: 04-2-40 Page-Reference: 117-118 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: b. False 41. In Canada, 979,000 children in Canada—almost one in seven—lives in poverty. Many of these children go to bed hungry, and although children are only 22 percent of the population, 37 percent of food bank users in 2008 were children. Such problems may be issues for Canada's Indigenous Peoples. a True b False QuestionID: 04-2-41 Page-Reference: 117 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.1. What is malnutrition? What are its consequences? What is the solution to malnutrition? Answer: a. True 42. People with bulimia may purge food from their bodies by taking laxatives. a True b False QuestionID: 04-2-42 Page-Reference: 118-119 Topic: Challenges to Healthy Growth Skill: Factual Objective: 4.2.2. How do nature and nurture lead some adolescent girls to diet excessively?