Lifespan/Development (Fall 2025)

With Dr. Sean Hall :)

When environmental factors influence how hereditary material functions, this set of processes (involved in controlling genetic expression) is called: (Ch. 2)

A. epigenesis

B. translation

C. transcription

D. mitosis

A. epigenesis

Coded sections of DNA that help cells construct the proteins that influence physical and psychological characteristics are called: (Ch. 2)

A. chromosomes

B. genes

C. histones

D. zygotes

B. genes

Identical twins can have which of the following? (Ch. 2)

A. Diverse heredities

B. Dizygotic origin

C. Identical phenotypes

D. The same genotype

D. The same genotype

Typical prenatal development depends on which of the following? (Ch. 2)

A. The genome to code in the absence of environmental inputs

B. The genome to code and the environment to provide inputs

C. Properly timed gene expression without environmental inputs

D. Environmental inputs and deregulated genetic coding

B. The genome to code and the environment to provide inputs

Many inherited disorders result from defective alleles. Which of the following genetic combinations is most likely to result in a disorder such as sickle-cell anemia? (Ch. 2)

A. Recessive, defective alleles from both parents

B. A defective, recessive allele from the mother

C. A defective, recessive allele from the father

D. One normal allele and one recessive allele from each parent

A. Recessive, defective alleles from both parents

Down syndrome is a common disorder. Which of the following circumstances results in Down syndrome? (Ch. 2)

A. Defective, recessive alleles

B. Defective, dominant alleles

C. Insufficient number of chromosomes

D. Extra chromosome

D. Extra chromosome

The damaging effects of teratogens are the result of: (Ch. 2)

A. genetic mutations.

B. coaction of genes and environment.

C. dominant, defective alleles.

D. coaction of genetic and chromosomal abnormalities

B. coaction of genes and environment.

How long can the consequences of prenatal malnutrition affect an individual? (Ch. 2)

A. Until birth

B. Through infancy

C. Throughout life

D. Until nutrition is balanced

C. Throughout life

Neurons in the brain are fascinating structures with various parts, and some of the parts receive messages from other neurons. What do we call the branchlike projections that receive messages? (Ch. 2)

A. Axons

B. Neurotransmitters

C. Synaptic gaps

D. Dendrites

D. Dendrites

What part of the brain is the largest, including the hypothalamus, thalamus, cerebrum, and limbic system structures? (Ch. 2)

A. Midbrain

B. Hindbrain

C. Forebrain

D. Cerebellum

C. Forebrain

What type of neural growth occurs as a direct result of exposure to more individualized kinds of environmental events? (Ch. 2)

A. Experience-dependent

B. Experience-expectant

C. Adult neural stem cell generation

D. Synaptogenesis after age 12

A. Experience-dependent

The epigenome is the full set of factors, from the cell to the outside world, that controls the expression of: (Ch. 2)

A. hereditary material.

B. recessive genes.

C. the zygote.

D. histones

A. hereditary material.

When she was pregnant with Joey, Joey's mother had a poor diet because food was in short supply in her war-torn country. The war ended after Joey was born, and his middle-class mother was able to provide him with adequate nutritious food throughout his childhood. Which of the following outcomes is the most likely for Joey? (Ch. 2)

A. Joey may show few, if any, long term negative effects from his prenatal deprivation.

B. Joey will probably experience serious long-term cognitive deficits.

C. Joey will probably experience serious long-term emotional deficits, but not cognitive problems.

D. Joey is at greater risk of serious ongoing health problems than youngsters who have adequate prenatal nutrition

A. Joey may show few, if any, long term negative effects from his prenatal deprivation.

The hypothalamic-pituitary-adrenal axis (HPA axis) plays a significant role in: (Ch. 2)

A. the human response to stress.

B. X-linked recessive diseases.

C. determining the sex of a fetus.

D. determining eye color

A. the human response to stress.

Ms. Dawson recently gave birth to twins, a girl and a boy. Which of the following statements about them must be true? (Ch. 2)

A. They share 100 per cent of their genes.

B. They are monozygotic.

C. They are dizygotic.

D. They originated from a single zygote

C. They are dizygotic.

Neurons communicate with each other: (Ch. 2)

A. by means of chemicals that are present in the spaces between them.

B. by means of dendrites touching other dendrites.

C. by means of electrical impulses that radiate out of the myelin sheath.

D. by means of connections with glial cells

A. by means of chemicals that are present in the spaces between them.

Sally, age 28, recently married John, age 45. They would like to have a child, but they are concerned that they may be at high risk to have a child with a chromosomal abnormality, like Down syndrome, because of John's age. What is their genetic counselor likely to tell them? (Ch. 2)

A. They are at higher than average risk for some chromosomal disorders because of John's age, but not for Down syndrome.

B. They are at higher than average risk for chromosomal disorders of all sorts because of John's age.

C. There is no relationship between parents' age and chromosomal disorders in their offspring.

D. The risk of any chromosomal disorder in a child is only related to the mother's age, not to the father's age

B. They are at higher than average risk for chromosomal disorders of all sorts because of John's age.

Symptoms of fetal alcohol syndrome (FAS) include: (Ch. 2)

A. addiction to alcohol.

B. blindness and shortened limbs.

C. flipper arms.

D. widely spaced eyes and flattened nose

D. widely spaced eyes and flattened nose

Robert and Nadine both have been laid off. The couple has inadequate access to food or health care. When they realize that Nadine is pregnant, they feel desperate, and they talk to a social worker at a local clinic about their situation. The social worker is able to provide them with referrals to a food outlet, but she is unable to find a prenatal care clinic that provides free services in their neighborhood. Considering the effects of multiple risk factors, what is the most likely potential value of the social worker's efforts? (Ch. 2)

A. Risk factors are reduced, so their unborn child is likely to be better off even with the limited help the social worker provided.

B. Their unborn child is not likely to be benefited by eliminating only one risk factor.

C. The unborn child might have been benefited if prenatal care were found, but improving prenatal nutrition does not reduce risks.

D. The health care and stress factors of the parents will only be important after the child is born

A. Risk factors are reduced, so their unborn child is likely to be better off even with the limited help the social worker provided.

Which of the following widely held assumptions about children’s cognitive development was derived from Jean Piaget? (Ch. 3)

A. Children are blank slates receiving knowledge.

B. Knowledge is funneled into children

C. Children passively absorb information.

D. Children construct their knowledge

D. Children construct their knowledge

Piaget’s research with babies helped him theorize about infant cognition by focusing primarily on their: (Ch. 3)

A. babbling patterns with other children.

B. motor interactions with the environment.

C. eating habits and intake quantities.

D. DNA, blood type, and hereditary markers

B. motor interactions with the environment.

For babies with normally developing motor, visual, and auditory processes, at what age do they typically begin walking alone? (Ch. 3)

A. Around 18-20 months

B. Around 8 months

C. Around 5-6 months

D. Around 12 months

D. Around 12 months

Piaget’s hidden object test was designed to assess which of the following? (Ch. 3)

A. Habituation

B. Dishabituation

C. Object permanence

D. Preferential response to objects

C. Object permanence

Researchers are discovering new ways to assess the memory of infants. Based on their studies, recognition skills are first detected at what age? (Ch. 3)

A. In the sixth month

B. As early as three months

C. Birth

D. Within weeks after birth

C. Birth

The set of cognitive processes involved in intentionally controlling our own behavior, determining what we pay attention to, setting goals, and choosing our responses to stimuli is called what? (Ch. 3)

A. Representational thought

B. Adaptations

C. Assimilations

D. Executive functions

D. Executive functions

In Piaget’s work with children, he established that a child’s process of assimilating new information involves modifying what the child already knows to make the new information fit. This aspect of adaptation is known as what? (Ch. 3)

A. Executive function

B. Intersensory integration

C. Accommodation

D. Intermodal perception

C. Accommodation

According to Piaget’s theory of cognitive development, what did he call the stage children typically experience during the preschool years, beginning around the age of 2? (Ch. 3)

A. Preoperational

B. Sensorimotor

C. Adaptation

D. Self-regulation

A. Preoperational

At approximately what age are children first able to tell stories with a beginning, middle, and end as well as conversing with multiple people simultaneously? (Ch. 3)

A. 3 to 4 years

B. 4 to 5 years

C. 2 to 3 years

D. 6 to 7 years

B. 4 to 5 years

Piaget’s number conservation task provides supporting evidence of what characteristic of preoperational thought? (Ch. 3)

A. Agency

B. Cognitive flexibility

C. Accommodation

D. Centration

D. Centration

Which of the following skills or abilities is most closely associated with a child’s theory of mind? (Ch. 3)

A. Accommodation

B. Centration

C. Perspective taking

D. Habitation

C. Perspective taking

Vygotsky believed that parents and other more advanced thinkers of a culture promoted cognitive development of children or novice learners. What term is used to define this type of help that promotes learning? (Ch. 3)

A. Elaborating

B. Orienting

C. Duplicating

D. Scaffolding

D. Scaffolding

When a child attempts a task and is unable to do it alone, but succeeds with the help of a person skilled in the task, the child is working in his or her: (Ch. 3)

A. area of representational thought.

B. zone of proximal development.

C. preoperational stage.

D. zone of scaffolding

B. zone of proximal development.

Mrs. Harmon, the mother of 18-month-old Bryce, is concerned that Bryce has not learned to speak very well. He has a limited vocabulary and seems content to point to the things he wants. Based on her reading of several child development books, Mrs. Harmon believes that Bryce should have progressed further in language learning. Mrs. Harmon fears that Bryce is not keeping up developmentally. Based on your understanding of the timing of developmental stages, what would be your best advice? (Ch. 3)

A. Don’t pay attention to developmental milestones and treat each child as an individual.

B. Since Bryce appears developmentally delayed, he should be referred immediately for a speech and language evaluation.

C. Developmental stages can be useful guidelines, but there is a range of normal development within stages.

D. Mrs. Harmon should use exercises such as flashcards with Bryce to increase his knowledge of vocabulary

C. Developmental stages can be useful guidelines, but there is a range of normal development within stages.

Ms. Hernandez is working with 4-year-old Peter, who is afraid of the dark. He believes monsters like he has seen on TV come out at night. Ms. Hernandez patiently explains that there are no real monsters, but to no avail. Peter still refuses to go to sleep. What might Piaget propose as the reason for this treatment failure? (Ch. 3)

A. Ms. Hernandez has not challenged Peter’s irrational beliefs in a way that gets his attention.

B. Peter, at 4 years old, still has difficulty understanding that monsters are not real because he sees monsters on TV.

C. Peter can understand what Ms. Hernandez is telling him, but he has difficulty expressing his feelings about it.

D. Peter’s parents have not done enough explaining about the true nature of TV monsters so that he can better understand

B. Peter, at 4 years old, still has difficulty understanding that monsters are not real because he sees monsters on TV.

In a number conservation task a set of discrete items is laid out in two rows. First the items in the two rows are laid out in exactly the same way, and then the items in one row are moved farther apart. Typically, 3- and 4-year-olds: (Ch. 3)

A. recognize that the rows have the same number when they are arranged identically, but believe there are more items when they are farther apart.

B. have no trouble with simple number conservation tasks like this, but make mistakes with more abstract math problems

C. can easily decenter from the number of objects to consider the spacing of items at the same time.

D. realize that number of items is conserved when they are moved around, because they take into account all the relevant observations at once

A. recognize that the rows have the same number when they are arranged identically, but believe there are more items when they are farther apart.

Jacinta, the mother of a 10-month-old baby boy, is concerned about her son’s increasing fussiness when she leaves him with his babysitter each morning. Whose opinion of the situation is most consistent with what you have learned about infant cognitive development? (Ch. 3)

A. Jacinta’s sister, who believes the baby has been spoiled by too much attention and now has difficulty separating.

B. Jacinta’s mother, who believes the baby must have a physical problem that is causing him to be clingy.

C. Manuel, the baby’s father, who believes the boy must not like his babysitter.

D. Jacinta’s neighbor, who says her children went through this stage and Jacinta should try to be understanding and maintain a consistent environment

D. Jacinta’s neighbor, who says her children went through this stage and Jacinta should try to be understanding and maintain a consistent environment

Sam is at home with his two children, 3-year-old Daria and 6-week-old Keith. Sam is reading a story to Daria when baby Keith wakes up and screams for his bottle. Daria gets very upset when Sam leaves her to tend to the baby. Sam tries to explain to his daughter that her baby brother can’t wait, but Daria continues to insist. Sam is concerned that Daria is not accepting her new baby brother. Based on your understanding of preschoolers’ cognitive development, what would you tell Sam? (Ch. 3)

A. Daria is probably exhibiting normal cognitive egocentrism because she cannot fully understand the needs of another person yet.

B. Daria is probably exhibiting a stress response that suggests the family may need some counseling.

C. Daria is probably exhibiting separation distress which is normal for children her age.

D. Daria is probably exhibiting a failure to show empathy and needs more training in this area

A. Daria is probably exhibiting normal cognitive egocentrism because she cannot fully understand the needs of another person yet.

A counselor tries to use sports’ metaphors with her clients in order to help them gain insight into their behavior. Certain clients lack the background knowledge about sports to understand her messages, so they fail to demonstrate any increased understanding about themselves or their problems. This primarily describes a failure of: (Ch. 3)

A. assimilation.

B. accommodation

C. intrinsic motivation

D. accepting new information

B. accommodation

Researchers do not agree on the question of what emotions are. However, they seem to agree that emotions serve functions in all of the following areas EXCEPT: (Ch. 4)

A. survival.

B. intelligence quotient.

C. motivation of behavior.

D. communication.

B. intelligence quotient.

According to Izard, the expressive behaviors of infants reveal basic emotions that include joy/happiness, interest, sadness, anger, disgust, and what other emotion? (Ch. 4)

A. Fear

B. Pride

C. Confusion

D. Shame

A. Fear

Which of the following illustrates that infants have natural strategies for coping with their emotions? (Ch. 4)

A. Negative affect system

B. Positive affect system

C. Still-face paradigm

D. Baseline episode

C. Still-face paradigm

Based on research, at what age do children begin to exhibit evidence of emotion regulation? (Ch. 4)

A. Around the age of three

B. Around the age of two

C. Around one year of age

D. Young infancy

D. Young infancy

An infant encounters a new situation and turns to her mom to get emotional information from her mom’s facial expressions or vocal expressions. The infant uses this emotional information from Mom to shape her actions or response to the new situation. This is an example of what? (Ch. 4)

A. Self-directed coping behavior

B. Attachment

C. Emotion schemas

D. Social referencing

D. Social referencing

Infants’ early relationships with caregivers are believed to lay the groundwork for the child’s interactions with others. What other aspect of the child’s future is believed to be shaped by these early relationships? (Ch. 4)

A. Self-concept

B. Intelligence

C. Cognitive development

D. Social referencing

A. Self-concept

The attachment system between an infant and caregiver serves three purposes including which of the following? (Ch. 4)

A. Cognitive stimulation

B. Behavior control

C. Protection

D. Social adjustment

C. Protection

What type of attachment exists between a mother and child if the child does not cry when separated from her mother and does not pay attention to her mother when they are reunited? (Ch. 4)

A. Avoidant—insecurely attached

B. Anxious ambivalent—insecurely attached

C. Securely attached

D. Situational—securely attached

A. Avoidant—insecurely attached

If a mother responds promptly to her baby’s crying and baby’s other signals, shows sensitivity and consistency, and holds the baby often, what quality of attachment is most likely to develop between mother and baby? (Ch. 4)

A. Avoidant

B. Anxious

C. Disoriented

D. Secure

D. Secure

Which of the following hormones (enhanced during pregnancy, labor, and lactation) is closely associated with bonding and responsive caregiving? (Ch. 4)

A. Growth hormone

B. Oxytocin

C. Insulin

D. Histamine

B. Oxytocin

Researchers have specified sets of behavioral skills that foster social bonding between parent and infant. Which set of dyadic skills is present from birth? (Ch. 4)

A. Attachment

B. Intuitive parenting system

C. Recognition system

D. Orienting system

D. Orienting system

In studies that compare the behavioral traits of babies with different temperaments, which group is likely to exhibit the most placidity? (Ch. 4)

A. Easy babies

B. Slow-to-warm babies

C. Difficult babies

D. Reactive babies

A. Easy babies

Which of the following is identified as a contextual risk factor in an infant’s attachment status? (Ch. 4)

A. A parent working outside the home

B. Presence of a grandparent in the home

C. Presence of older siblings

D. Parental arguing and conflict

D. Parental arguing and conflict

In answering questions about infant attachments to fathers, studies have compared attachment quality for mothers and fathers. In general, these studies show which of the following? (Ch. 4)

A. Significant differences in quality of attachment

B. No relationship between quality of attachment to mothers and fathers

C. Similar quality of attachment

D. Stronger attachments to fathers

C. Similar quality of attachment

The Phineas Gage matrix identifies a syndrome caused by damage to the frontal lobe region. This damage diminishes an individual’s emotional intensity and results in: (Ch. 4)

A. greater tendency to plan and make rational decisions.

B. better perspective taking ability.

C. lesser tendency to plan and make rational decisions.

D. greater happiness

C. lesser tendency to plan and make rational decisions.

When Tamara responds to the crying of her 4-month-old baby, Jessie, she tries to figure out what has caused the baby’s distress (hunger, wet diaper, etc.) while making soothing sounds and holding the baby. Tamara’s actions are ____________ Jessie’s developing emotion regulation abilities. (Ch. 4)

A. blocking

B. irrelevant to

C. scaffolding

D. disorganizing

C. scaffolding

Bea is the mother of 4-month-old Alex. She has been depressed since Alex’s birth and is frequently withdrawn. Brain research indicates that, in comparison to other infants his age, Alex will have: (Ch. 4)

A. brain activation patterns like those of fearful and inhibited children.

B. nothing unusual about his brain activation patterns.

C. brain activation patterns indicating overall reduced activity.

D. more rapid brain development

A. brain activation patterns like those of fearful and inhibited children.

At 10 months of age, Suzie is very active, responds intensely to stimulation, avoids new stimulation, and tends to be irritable and fussy. Suzie’s mother, Anne, wants to be a good caregiver, but Suzie’s fussiness and intensity have made her feel like a failure. Anne sometimes finds herself withdrawing from Suzie and not responding when Suzie cries, because she feels like it will do no good. What advice should Anne’s counselor give her? (Ch. 4)

A. Anne has been too responsive to the baby’s crying. She needs to refuse to go to the baby when it cries to teach Suzie to be more independent.

B. Anne is not responsible for her baby’s fussiness. Some babies are needier and more negative than others. In the long run, continuing to be responsive to crying will help Suzie regulate her emotions.

C. It really doesn’t matter what Anne does. Of course Suzie needs to be fed, diapered, and so on, but Anne’s responsiveness will not affect whether Suzie cries a lot or a little.

D. Anne’s counselor should not advise on this matter

B. Anne is not responsible for her baby’s fussiness. Some babies are needier and more negative than others. In the long run, continuing to be responsive to crying will help Suzie regulate her emotions.

For counselors who work with families that include children of different ages, which of the following statements: (Ch.5)

A. Parents should consistently enforce a limited number of rules regardless of the age of the child.

B. Parents need to treat all children in the family the same way (e.g., granting privileges, etc.) or they risk sending the message that they favor one child over another.

C. Parents need to be flexible as children get older and adjust their rules and expectations to developmentally changing competencies and needs.

D. Parents can relax their control of older children because these children have passed the critical period of the preschool years when learning rules is most important

C. Parents need to be flexible as children get older and adjust their rules and expectations to developmentally changing competencies and needs.

A counselor is leading a parents’ group when the topic of spanking as a disciplinary technique is raised. Based on research, what is the most accurate statement the counselor can offer? (Ch.5)

A. Spanking is one of a variety of effective techniques for teaching prosocial skills to children

B. Spanking should be used with young children for potentially dangerous kinds of misbehavior like running across a street because it is the only thing they understand under the circumstances.

C. Spanking is the best way to discipline young children but only when it is accompanied by a hug or some show of affection afterward.

D. Spanking may gain immediate compliance, but it does not aid development of self-regulation and may increase a child’s aggressiveness

D. Spanking may gain immediate compliance, but it does not aid development of self-regulation and may increase a child’s aggressiveness

Surya wants 8-year-old Leila to start her homework. Leila doesn’t want to turn off the TV. Surya raises her voice and threatens to take away Leila’s TV privileges for a week if she doesn’t comply. Surya enters the room and commands Leila to obey. Leila begins to wail, saying that the homework is too hard and that she never understands it anyway. At this point the phone rings. Surya gets absorbed in the call. Thirty minutes later, Leila is still watching TV and another battle ensues. Surya, exhausted from the struggle, takes Leila to bed.

Which of the following best illustrates the negative reinforcement cycle that is operating in this example? (Ch.5)

A. Leila is more likely to continue the conflict when Surya raises her voice.

B. Leila is allowed to watch TV longer if she keeps arguing with her mother.

C. Surya is more likely to gain compliance when she threatens Leila.

D. Leila is more likely to do her homework if she understands the material

B. Leila is allowed to watch TV longer if she keeps arguing with her mother.

Surya wants 8-year-old Leila to start her homework. Leila doesn’t want to turn off the TV. Surya raises her voice and threatens to take away Leila’s TV privileges for a week if she doesn’t comply. Surya enters the room and commands Leila to obey. Leila begins to wail, saying that the homework is too hard and that she never understands it anyway. At this point the phone rings. Surya gets absorbed in the call. Thirty minutes later, Leila is still watching TV and another battle ensues. Surya, exhausted from the struggle, takes her to bed.

Which behavior is most likely to increase next time? (Ch.5)

A. Doing homework

B. Losing TV privileges

C. Parent’s involvement with homework

D. TV viewing

D. TV viewing

Surya wants 8-year-old Leila to start her homework. Leila doesn’t want to turn off the TV. Surya raises her voice and threatens to take away Leila’s TV privileges for a week if she doesn’t comply. Surya enters the room and commands Leila to obey. Leila begins to wail, saying that the homework is too hard and that she never understands it anyway. At this point the phone rings. Surya gets absorbed in the call. Thirty minutes later, Leila is still watching TV and another battle ensues. Surya, exhausted from the struggle, takes her to bed.

This scenario is an example of which phenomenon? (Ch.5)

A. Patterson’s view of coercive interaction

B. Maccoby’s view of authoritative parenting

C. Crittendon’s view of attachment

D. Mead’s view of factors that shape the self-system

A. Patterson’s view of coercive interaction

Which of the following discipline methods is most likely to generate both immediate compliance and very high levels of anxiety? (Ch.5)

A. Induction

B. Power assertion

C. Withdrawal of love

D. Neglectfulness

C. Withdrawal of love

Sasha, a 3-year-old girl, was having difficulty settling down at bedtime. She ran around her house, trying to make her parents catch her before getting into bed. Sasha’s behavior awakened her baby sister, asleep in the next room. John, Sasha’s father, felt pushed to his limit and he screamed at Sasha to stop and threatened her with a spanking.

Which type of discipline did Sasha’s father use? (Ch.5)

A. Induction

B. Power assertion

C. Withdrawal of love

D. Rule-giving

B. Power assertion

Sasha, a 3-year-old girl, was having difficulty settling down at bedtime. She ran around her house, trying to make her parents catch her before getting into bed. Sasha’s behavior awakened her baby sister, asleep in the next room. John, Sasha’s father, felt pushed to his limit and he screamed at Sasha to stop and threatened her with a spanking.

In this example, which of the following statements is true with regard to internalization of standards? (Ch.5)

A. Sasha’s father supported her internalization of rules of behavior because he exerted his authority.

B. Sasha’s father did not support her internalization of rules of behavior because she only complied out of fear.

C. Sasha’s father supported her internalization of rules because he considered the needs of her baby sister.

D. Sasha’s father did not support her internalization of rules because she was too young to understand what rules are

B. Sasha’s father did not support her internalization of rules of behavior because she only complied out of fear.

Juan is a fearless 4-year-old and one of the most active children in his day care center. He eagerly climbs the playground equipment and seems to have little fear of getting hurt. Juan often wanders away from his mother in stores, preferring to explore the interesting sights rather than waiting patiently by her side. Juan’s mother is exasperated with his behavior and fears for his safety.

Based on research, what advice could you give her? (Ch.5)

A. She should spank him because this is the only type of discipline he understands at his age.

B. She should use gentle discipline so that he is not frightened by her.

C. She should maintain a secure attachment with him and avoid being too gentle or too harsh.

D. She should remember that Juan will be less likely to comply if she is too warm

C. She should maintain a secure attachment with him and avoid being too gentle or too harsh.

Alex is 22 months of age. He knows that he should not play with his food at the dinner table, but he sometimes plays anyway. His parents can usually redirect his behavior with simple reminders about what he should be doing.

What is happening cognitively to help him grow in self-control? (Ch.5)

A. With repeated experience, Alex is constructing representations of standards for everyday behavior that serve as guidelines for behavior.

B. Alex knows that he will be embarrassed if he gets caught playing with his food.

C. Alex can decenter sufficiently to understand that he needs to focus on his food in order to stay healthy.

D. Alex is now less cognitively egocentric and can see his mother’s perspective

A. With repeated experience, Alex is constructing representations of standards for everyday behavior that serve as guidelines for behavior.

Marie has a 2½-year-old daughter. The babysitter has been calling her daughter “naughty” and “a bad girl” when the child is uncooperative. The babysitter says that the little girl doesn’t understand what she is saying so it doesn’t matter. Marie is unsure about what to do.

Based upon information presented in this chapter, what would you say to Marie? (Ch.5)

A. Marie should not worry about what the babysitter is doing because her daughter is too young to understand

B. Marie should tell her daughter that what the babysitter says about her is untrue.

C. Marie should tell her daughter that she is loved to make up for what the babysitter says.

D. Marie should find some way to stop this before these labels become part of her daughter’s developing self-understanding

D. Marie should find some way to stop this before these labels become part of her daughter’s developing self-understanding

Annette is a warm and affectionate mother to her sons, Jason and Keith. When she comes home from her job, she likes to spend time playing with them, preparing their favorite foods, and letting them watch their favorite TV shows. She describes herself as a “soft touch” when it comes to her children. Lately she has been hearing complaints about 6-year-old Jason’s behavior in school. Annette thinks the teacher is being too hard on her son. She does not want anything to affect the good relationship she has with her children.

Which style best describes Annette’s parenting? (Ch.5)

A. Authoritarian

B. Authoritative

C. Permissive

D. Neglecting-uninvolved

C. Permissive

Connor’s behavior is described as impulsive and sometimes aggressive. He has low self-esteem and often seems to be in a negative mood. Connor exhibits high levels of both externalizing problems and internalizing problems.

The parents of children like Connor typically use which style of parenting? (Ch.5)

A. Authoritarian

B. Permissive

C. Authoritative

D. Neglecting-uninvolved

D. Neglecting-uninvolved

During middle childhood, the brain continues to grow and develop. One change during this development is the increased coordination between the left and right sides of the body. Which of the following events most directly accounts for this increased coordination? (Ch.6)

A. Increase in gray matter in the brain

B. Myelination of the corpus callosum

C. Decrease in white matter in the brain

D. The child’s experiences

B. Myelination of the corpus callosum

Attention deficit hyperactivity disorder (ADHD), which negatively affects children’s school performance, is linked to atypical variations in brain development. What is the incidence of ADHD among school-age children? (Ch.6)

A. Less than 1%

B. 5-10%

C. 2-3%

D. More than 15%

B. 5-10%

Jean Piaget and other researchers have studied cognitive development in middle childhood from different theoretical traditions. What label did Piaget use to describe this stage of cognitive development? (Ch.6)

A. Adaptation

B. Assimilation

C. Formal operations

D. Concrete operations

D. Concrete operations

What cognitive ability do children develop in middle childhood that empowers or enables them to answer conservation questions correctly (like those posed by Piaget) and to think reversibly? (Ch.6)

A. Ability to count

B. Ability of metacognition

C. Ability to think abstractly

D. Ability to decenter

D. Ability to decenter

In the information processing approach to cognitive development, the brain’s cognitive functioning is compared to what? (Ch.6)

A. Gaming on a digital device

B. Learning a computer programming language

C. Computer processing of information

D. Wiring configurations for computer hardware

C. Computer processing of information

Information processing theories of cognitive development focus on what? (Ch.6)

A. Physiological changes in the brain

B. Mechanics of thinking

C. Relationships between cognitive and physiological achievements

D. Stages of cognitive development

B. Mechanics of thinking

Some theorists combine Piaget’s stages of cognitive development with information processing theories. What are these theorists called? (Ch.6)

A. Neo-information theorists

B. Dual processing theorists

C. NeoPiagetians

D. NeoStage theorists

C. NeoPiagetians

What type of memory has the same unchanging capacity at different ages of development? (Ch.6)

A. Short-term memory

B. Sensory memory

C. Working memory

D. Procedural memory

B. Sensory memory

What allows us to hold information in working memory and use it for periods of time longer than 15 to 30 seconds? (Ch.6)

A. Rehearsal

B. Retrieval

C. Recognition

D. Metacognition

A. Rehearsal

When a child remembers the factual information that one pound equals sixteen ounces, what type of knowledge is the child retrieving from memory? (Ch.6)

A. Episodic

B. Procedural

C. Semantic

D. Sensory

C. Semantic

When a child has repeated experiences with one kind of event, such as going to a ball game several times or going to the doctor several times, the child begins to form a schematic representation of the features of the event—the order in which things occur, where and when they occur.

Such an episodic representation is called what? (Ch.6)

A. Procedural information

B. A script

C. A sensory input

D. Nondeclarative information

B. A script

Among cognitive changes that benefit memory during a child’s development, which one plays the big part in making it easier for children to learn more depth in a domain of knowledge? (Ch.6)

A. Increase in the child’s processing speed

B. Increase in the child’s logical thinking skills

C. Increase in the child’s knowledge base

D. Increase in the child’s language skills

C. Increase in the child’s knowledge base

In criminal cases involving children’s eyewitness testimony, interviewers should avoid using guided imagery. Why? (Ch.6)

A. It mirrors stereotype induction.

B. It typically involves inducements.

C. It causes confusion between reality and fantasy

D. It draws upon the child’s prior knowledge

C. It causes confusion between reality and fantasy

Piaget’s seriation task demonstrates which one of the cognitive changes that benefits memory with age? (Ch.6)

A. Processing speed

B. Knowledge base

C. Metacognitive skills

D. Logical thinking skills

D. Logical thinking skills

Elementary school teachers often ask students to engage in self-testing and other self-monitoring activities that help them think about their own thinking.

Such activities are designed to promote which type of cognitive skills that improve memory? (Ch.6)

A. Language skills

B. Metacognitive skills

C. Narrative skills

D. Processing speed

B. Metacognitive skills

Stanley is 7 years old. His parents are quite concerned about his school progress. Although he has begun to learn to read, he reverses some letters when he writes.

Based on research, Stanley’s school counselor should tell his parents that: (Ch.6)

A. brain development can be quite uneven in childhood and as a result, it is not unusual for children to show poor performance in isolated skills.

B. Stanley almost certainly has a serious learning disorder that requires immediate intervention.

C. if a child shows normal progress in other reading related skills, like Stanley does, the child is probably faking the letter reversals in a bid for attention.

D. Stanley needs glasses

A. brain development can be quite uneven in childhood and as a result, it is not unusual for children to show poor performance in isolated skills.

Carla, a bright, energetic 7-year-old, has lost four gloves during the past few weeks. Her mother is annoyed at the need to keep replacing gloves. Carla notices that her little brother is amused that Carla is in trouble, and she formulates the theory that her brother is stealing the gloves just to get her into trouble. Carla is convinced that she is right. She refuses to entertain her mother’s suggestion that Carla is often so distracted that she does not keep track of her possessions.

Carla is displaying a form of: (Ch.6)

A. egocentrism.

B. formal operational thought.

C. reversibility

D. domain specific knowledge

A. egocentrism.

When Sammy had to learn the names of all the planets, as well as their relative sizes, he made up sentences to help him remember. For example, “Eartha ate the Mars candy bar” helped him remember that Earth is larger than Mars.

Sammy was using a memory strategy called: (Ch.6)

A. selective attention.

B. rehearsal.

C. organization.

D. elaboration

D. elaboration

Based on the model of the structure of self-concept by Marsh and Shavelson, the non-academic self is divided into three areas: social, emotional, and ______. (Ch. 7)

A. Relational

B. Spiritual

C. Intellectual

D. Physical

D. Physical

Developmentalists’ definition of self-concept includes all of the following descriptors EXCEPT: (Ch. 7)

A. Multifaceted

B. Hierarchical structure

C. Dynamic and changing

D. Unidimensional

D. Unidimensional

Based on Harter’s view of the domains of self-concept, when does scholastic or academic competence emerge as a domain or dimension of self-concept? (Ch. 7)

A. Adolescence

B. College years

C. Middle to late childhood

D. Early childhood

C. Middle to late childhood

According to many studies, which domain of self-concept correlates highly with overall self-esteem from late childhood through adulthood? (Ch. 7)

A. Peer acceptance

B. Athletic competence

C. Physical appearance

D. Physical competence

C. Physical appearance

Which child’s self-concept is boosted most by demonstrating high competence in musical performance? (Ch. 7)

A. A child who demonstrates no natural musical competence

B. A child who demonstrates natural musical competence

C. A child who thinks musical performance is insignificant

D. A child who thinks musical performance is very important

D. A child who thinks musical performance is very important

What process are children using when they observe the performance of others and use it as a standard for judging their own abilities? (Ch. 7)

A. Self-enhancing bias

B. Self-defamation

C. Social comparison

D. Social aspiration

C. Social comparison

Children use various strategies to protect their self-esteem. Who is likely to exhibit the highest level of self-protection? (Ch. 7)

A. Child who is highly successful academically

B. Child with high self-esteem

C. Child with low self-esteem

D. Child who is highly successful athletically

C. Child with low self-esteem

Based on studies of boys and girls in late childhood, what begins to happen to their self-esteem at this age? (Ch. 7)

A. Self-esteem declines for both boys and girls

B. Self-esteem declines for girls but not boys

C. Self-esteem climbs moderately for girls

D. Self-esteem climbs for both girls and boys

A. Self-esteem declines for both boys and girls

Based on current studies, Black Americans have slightly higher global self-esteem than White Americans. In maintaining their self-esteem, individuals in historically marginalized groups do all of the following EXCEPT: (Ch. 7)

A. Attribute negative feedback to prejudice

B. Base self-concept on domains in which White Americans excel

C. Make social comparisons within their own group

D. Base self-concept on domains in which members of their group excel

B. Base self-concept on domains in which White Americans excel

Children’s developing self-concepts differ on the basis of cultural values and emphases. North American children are more likely than children from Eastern cultures to incorporate which of the following elements in their self-concepts? (Ch. 7)

A. Characteristics of parents

B. Self-criticism

C. Independence

D. Relationships

C. Independence

Cultures that emphasize the needs of the group over individual needs, who value social relationships more than personal goals, and who see failure as a step toward self-improvement are defined by what label? (Ch. 7)

A. Individualistic

B. Conventionalist

C. Moralistic

D. Collectivist

D. Collectivist

Morality is an important domain of self-concept that involves the capacity to distinguish right from wrong and the capacity to choose to do right. The elements of morality include all of the following EXCEPT: (Ch. 7)

A. Sociability

B. Emotions

C. Behaviors

D. Cognitions

A. Sociability

Current research, contrary to Freud’s predictions (in his psychoanalytic theory of moral development), indicates that signs of moral development begin to emerge at what age? (Ch. 7)

A. By one year

B. Toddler age

C. 3 to 4 years of age

D. By middle childhood

B. Toddler age