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Copyright © 2018, 2014, 2011 Pearson Education, Inc.

TOTALASSESSMENT

GUIDE

Chapter 1 The Study of Child andAdolescent Development

Learning Objectives Rememberthe Facts

Understand the Concepts

Apply What You Know

LO 1.</CORE>1</LINK>: Identify the most important features of a developmental theory.

1-2,138 3,137,171,182 105

LO 1.</CORE>2</LINK>: Describe the key features of evolutionary theories, includingethology, evolutionary developmental psychology, andattachment theory.

5-7,107,140 9,106,141,183-184 4,8,10,108,139

LO 1.</CORE>3: Identify the key concepts used by Freud and Erikson to explain social and emotional development. </LINK>

11-14,16-17,20,110,112,142-144,146-147

15,18-19,22,109,111,145,185

21,172,186

LO 1.</CORE>4</LINK>: Identify the key concepts used by learning and social learning theories to explain development.

23-24,30,34,36-37,113-114,150-152,173

25-29,148-149 31-33,35,174,187-188

LO 1.</CORE>5</LINK>: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

38-40,115-117,119,154-155

153,175,189 41-44,118

LO 1.</CORE>6</LINK>: Identify the key features of information processing and developmental cognitive neuroscience theories.

45-46,50-51,120,156-157

47-48,121 49,122,190

LO 1.</CORE>7</LINK>: Explain how multiple factors operating over time are thought to influence development within developmentalsystems theories.

52,57,124,158 53,55-56,58-60,123,126-127

54,61,125,191-192

(Continued on next page)

4




Apply What You Know

LO 1.8: Describe the major methods of collecting data on children.

65,67-69,129,176 64,66,160,163-164,178-179

62-63,128,159,161-162,177,193

LO 1.9: Discuss the strengths and weaknesses of the major categories of research design.

70-72,78-79,85,132-134,165

73,76,82-84,130-131,194

74-75,77,80-81,166

LO 1.10: Discuss the strengths and weaknesses of research designs used to study developmental change.

86-89,93-94,136,167 90,95,135,168,170 91-92,169,180-181,195

LO 1.11: Describe ethical precautions researchers take to protect children participating in studies.

96,98-100 97 196

LO 1.12: Identify four main categories of professions that utilize developmental science to improve the lives of children.

101-104 197




Apply What You Know

LO 1.</CORE>1</LINK>: Identify the most important features of a developmental theory.

1-2,138 3,137,171,182 105

LO 1.</CORE>2</LINK>: Describe the key features of evolutionary theories, includingethology, evolutionary developmental psychology, andattachment theory.

5-7,107,140 9,106,141,183-184 4,8,10,108,139

LO 1.</CORE>3: Identify the key concepts used by Freud and Erikson to explain social and emotional development. </LINK>

11-14,16-17,20,110,112,142-144,146-147

15,18-19,22,109,111,145,185

21,172,186

LO 1.</CORE>4</LINK>: Identify the key concepts used by learning and social learning theories to explain development.

23-24,30,34,36-37,113-114,150-152,173

25-29,148-149 31-33,35,174,187-188

LO 1.</CORE>5</LINK>: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

38-40,115-117,119,154-155

153,175,189 41-44,118

LO 1.</CORE>6</LINK>: Identify the key features of information processing and developmental cognitive neuroscience theories.

45-46,50-51,120,156-157

47-48,121 49,122,190

LO 1.</CORE>7</LINK>: Explain how multiple factors operating over time are thought to influence development within developmentalsystems theories.

52,57,124,158 53,55-56,58-60,123,126-127

54,61,125,191-192


5


Manis, The Dynamic Child, Test Bank

Chapter One: The Study of Child and Adolescent Development

Multiple-Choice Questions

TB_Q1.1.1

________ refers to patterns of growth and change in behavior, thinking, or emotions over time.

a. Learningb. Biological maturationc. Developmentd. Secure attachment

Answer: c. Development

Learning Objective: LO 1.1 Identify the most important features of a developmental theoryTopic/Concept: Key Features of Developmental TheoriesDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.1.2

A developmental ______ describes, explains and predicts how people grow and change over time.

a. attachmentb. theoryc. conceptd. period

Answer: b. theory

Learning Objective: LO 1.1 Identify the most important features of a developmental theoryTopic/Concept: Key Features of Developmental TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.1.3

An example of development isa. lack of cooperation with parents for a week.b. ignoring teachers for a full hour after preschool starts.c. having a bad temper for a week.d. improved control over emotions over a period of months.

Answer: d. improved control over emotions over a period of months.



Learning Objective: LO 1.1 Identify the most important features of a developmental theoryTopic/Concept: Key Features of Developmental TheoriesDifficulty Level: 3Skill Level: Understand the Concepts

TB_Q1.2.4

Dr. Thich studied animal and human behavior in natural settings as well as experimental settings. Thich was a(n)

a. psychoanalyst.b. ethologist.c. geneticist.d. sensitivity theorist.

Answer: b. ethologist.

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.2.5

An influential ethologist wasa. Konrad Lorenz.b. Erik Erikson.c. John Bowlby.d. Sigmund Freud.

Answer: a. Konrad Lorenz.

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.2.6

A(n) ________ is a range of time when development is most affected by experience.a. evolutionary theoryb. sensitive periodc. imprintd. insensitive period



Answer: b. sensitive period

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentDifficulty Level: 1 Skill Level: Remember the Facts

TB_Q1.2.7

In ________, researchers seek connections between adaptations made by our ancestors and various aspects of development.

a. developmental theoriesb. psychodynamic theoriesc. evolutionary developmental psychologyd. psychosocial research

Answer: c. evolutionary developmental psychology


TB_Q1.2.8

An anthropologist is studying a remote tribe of people who have had little to no contact with outside civilization. She notices that 2-year-olds in the tribe imitate others and show empathy and cooperation much like her 2-year-old nephew back in the United States. According to evolutionary theorists, these behaviors may be universal in the human species because they facilitate

a. positive reinforcement.b. fitting into a social group.c. ego development.d. social learning.

Answer: b. fitting into a social group.


TB_Q1.2.9



According to Bowlby’s theory of attachment, behaviors such as crying, smiling, and expression of other emotions evolved in human babies to

a. play.b. demonstrate independence.c. distinguish them from other animals.d. attract adult attention and care.

Answer: d. attract adult attention and care.

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.2.10

Nathan, 5 was adopted from an orphanage before he turned three, and he has difficulty forming social relationships. Studies have shown that incomplete or atypical development of ________ is a common result of institutional care.

a. attachmentb. ethologyc. the idd. independence

Answer: a. attachment


TB_Q1.3.11

Psychodynamic theories are so-named because a. the theories reject the influence of early development on later development.b. the theories focus on opposing forces or conflicts within the psyche (mind).c. the theories focus on the role of punishment and reinforcement in maintaining

behavior.d. the theories focus on the role of evolutionary adaptations.

Answer: b. the theories focus on opposing forces or conflicts within the psyche (mind).



Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.3.12

In Freud’s theory of psychosexual development, the ________ was the ever-present source of biological needs and desires.

a. superegob. egoc. idd. identity crisis

Answer: c. id

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesDifficulty Level: 1 Skill Level: Remember the Facts

TB_Q1.3.13

For Freud, the rational part of the personality was thea. superego.b. alter ego.c. id.d. ego.

Answer: d. ego.


TB_Q1.3.14

“Conscience” is a synonym for Freud’sa. ego.b. superego.c. oral stage.d. id.



Answer: b. superego.


TB_Q1.3.15

Freud divided development into psychosexual stages, which were named aftera. the three parts of the personality. b. zones of the body that the child found most stimulating.c. the parts of the personality structure.d. stages of the human lifespan.

Answer: b. zones of the body that the child found most stimulating.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.3.16

In the __________stage, Freud proposed that children focus on control of bodily wastes.a. phallicb. genitalc. egod. anal

Answer: d. anal


TB_Q1.3.17

In the ________ stage of Freud’s theory, children become interested in marrying the opposite sex parents.

a. analb. phallicc. superego



d. genital

Answer: b. phallic


TB_Q1.3.18

Freud’s legacy for developmental science isa. essentially nonexistent, since his theories have been rejected.b. recognizing the lasting effects of early experience.c. an emphasis on toilet training.d. the four psychosexual stages as the key to development.

Answer: b. recognizing the lasting effects of early experience.


TB_Q1.3.19

According to Erikson, psychosocial crises occura. in infancy.b. throughout the lifespan.c. only in troubled individuals.d. generally after age 60.

Answer: b. throughout the lifespan.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesDifficulty Level: 3 Skill Level: Understand the Concepts

TB_Q1.3.20

Rather than engaging in conflict over toilet training, Erikson believed that the most important psychological issue for 1- to 3-year-olds was

a. expressing the desires of the id.



b. developing a sense of trust.c. achieving some autonomy from parents.d. developing a sense of shame and doubt.

Answer: c. achieving some autonomy from parents.


TB_Q1.3.21

Juan works hard to master spelling, writing and math in school and receives praise from his teacher. According to Erikson, Juan is responding positively to the psychosocial crisis involving

a. industry vs. inferiority.b. identify vs. role confusion.c. the ego controlling desires of the id.d. acceptance of positive reinforcement.

Correct answer: a. industry vs. inferiority.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.3.22

According to Erikson, the psychosocial crisis that all adolescents must resolve is thea. identity vs. role confusion.b. generativity vs. stagnation.c. integrity vs. despair.d. industry vs. inferiority.

Answer: a. identity vs. role confusion.




TB_Q1.4.23

The term “behaviorism” was invented bya. Sigmund Freud.b. John Watson.c. Erik Erikson.d. B.F. Skinner.

Answer: b. John Watson.

Learning Objective: LO 1.4 Identify key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning TheoriesDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.4.24

Classical conditioning begins witha. operant conditioning.b. reflexes.c. shaping.d. the sound of a bell.

Answer: b. reflexes.


TB_Q1.4.25

When a dog salivates naturally by having food placed in its mouth, the food is thea. conditioned response.b. unconditioned response.c. unconditioned stimulus.d. conditioned stimulus.

Answer: unconditioned stimulus.

Learning Objective: LO 1.4 Identify key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning TheoriesDifficulty Level: 2Skill Level: Understand the Concepts



TB_Q1.4.26

Pavlov’s dogs showed the unconditioned response of ___________________in response to food.

a. barkingb. laying downc. spinning in circlesd. salivation

Answer: d. salivation


TB_Q1.4.27

The conditioned stimulus in Pavlov’s famous dog experiments wasa. salivation.b. food in the dog’s mouth.c. the sound of a bell.d. petting the dog.

Answer: c. the sound of a bell.


TB_Q1.4.28

When Pavlov’s dog salivated to a bell in the absence of food, the salivation was thea. conditioned response.b. unconditioned stimulus.c. conditioned stimulus.d. unconditioned response.

Answer: a. conditioned response.

Learning Objective: LO 1.4 Identify key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning TheoriesDifficulty Level: 2



Skill Level: Understand the Concepts

TB_Q1.4.29

When Watson and Rayner (1920) conditioned an infant to fear a white rat by making a loud noise whenever the rat appeared, this an example of

a. Sigmund Freud’s theory.b. classical conditioning.c. social learning theory.d. operant conditioning.

Answer: b. classical conditioning.


TB_Q1.4.30

In ________ conditioning, existing behavior is strengthened or weakened by changing the consequences.

a. socialb. operantc. classicald. Freudian

Answer: b. operant


TB_Q1.4.31

Baby Raymond smiled at his mother, and in response, his mother cuddled Raymond. In operant conditioning terms, cuddling was ________ for Raymond’s smile.

a. negative reinforcementb. punishmentc. classical conditioningd. positive reinforcement

Answer: d. positive reinforcement



Learning Objective: LO 1.4 Identify key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning TheoriesDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.4.32

Because Sally did not study enough for school, her mom nagged her constantly. To get her mom to stop bothering her, Sally began to study more. Her mother’s nagging acts as ________.. a. positive reinforcement

b. punishmentc. negative reinforcement d. developmental science

Answer: c. negative reinforcement


TB_Q1.4.33

Fernando stopped dropping food from the table because his mother scolded him. In operant conditioning, the scolding would be considered

a. punishment.b. a reward.c. positive reinforcement.d. negative reinforcement.

Answer: a. punishment.


TB_Q1.4.34

In Skinner’s lab rats, the process of rewarding a rat for successively closer approximations to a desired behavior is called

a. shaping.



b. punishment.c. social learning theory.d. observational learning.

Answer: a. shaping


TB_Q1.4.35

Mia saw her friend Jack cluck like a chicken, and tried to do the same. In ________, a child observes someone else do something and tries to imitate it.

a. classical conditioningb. punishmentc. observational learningd. operant conditioning

Answer: c. observational learning


TB_Q1.4.36

Social learning theory is associated witha. Albert Bandura.b. Thomas Watson.c. Little Albert.d. B.F. Skinner

Answer: a. Albert Bandura.


TB_Q1.4.37



Timmy uses his toy light saber to imitate the actions of a character in a Star Wars cartoon. According to Albert Bandura, this is an example of

a. positive reinforcement.b. shaping.c. operant conditioning. d. observational learning.

Answer: d. observational learning.


TB_Q1.5.38

In Piaget’s theory of cognitive development, children employ ________, which are organized ways to think about or act on objects.

a. social learningb. schemesc. shapingd. operant conditioning

Answer: b. schemes

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.5.39

In each of Piaget’s ________, children develop a new kind of cognitive scheme.a. explorationsb. objectsc. learning theoriesd. stages of cognitive development

Answer: d. stages of cognitive development




TB_Q1.5.40

According to Piaget, at birth an infant is in the ________ stage.a. preoperational b. formal operational c. sensorimotor d. concrete operational

Answer: c. sensorimotor


TB_Q1.5.41

Although only 12-years-old, Ah Lam could actually use the scientific method, formulating and testing hypotheses. She was in Piaget’s ________ stage.

a. formal operationalb. sensorimotorc. concrete operationald. preoperational

Answer: a. formal operational

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.5.42

Sukrit was reasonably well coordinated. He could coordinate the motions of the left and right hand as he examined new objects, turning them over, holding them in one hand, and touching them with the other hand. Sukrit was in Piaget’s ________ stage.

a. concrete operationalb. formal operationalc. preoperationald. sensorimotor

Answer: d. sensorimotor

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.



Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.5.43

Bill had a tough time seeing solutions to problems from another person’s point of view. Bill was at Piaget’s

a. preoperational stage.b. formal operational stage.c. sensorimotor stage.d. concrete operational stage.

Answer: a. preoperational stage


TB_Q1.5.44

Kayla was learning to use symbolic schemes. She held a bar of soap in her hand and pretended it was a boat. Kayla moved the soap/boat through imaginary water and told it which way to turn. Kayla was most likely a(n)

a. preschooler.b. high-school student.c. infant.d. newborn.

Answer: a. preschooler.


TB_Q1.6.45

________ theories view the minds of children as somewhat like computers.a. Developmental cognitive neuroscienceb. Information processingc. Learningd. Psychodynamic



Answer: b. Information processing

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.6.46

Hardware and software are analogies to mental functions used bya. Piaget.b. information processing theories.c. developmental cognitive neuroscience.d. behaviorism.

Answer: b. information processing theories.


TB_Q1.6.47

In information processing theories, the strategies that children develop to solve problems are analogous to

a. hardware.b. working memory.c. software.d. long-term memory.

Answer: c. software.

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.6.48

The focus of ________ is on the relationship between changes in behavior or thinking, and changes with age in brain structure/function.

a. information processing theoriesb. social learning theory



c. classical conditioningd. developmental cognitive neuroscience

Answer: d. developmental cognitive neuroscience

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.6.49

Tad was a geneticist, who worked in collaboration with biologists, computer scientists, and psychologists. Tad’s specialty in developmental science was most likely

a. information processing theory.b. learning theory.c. developmental cognitive neuroscience.d. attachment theory.

Answer: c. developmental cognitive neuroscience.

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.6.50

In developmental cognitive neuroscience, knowledge about the structure of the brain as it develops has been advanced by using

a. magnetic resonance imaging (MRI).b. analogies to computer systems.c. Freud’s psychosexual stages.d. white matter tracts.

Answer: a. magnetic resonance imaging (MRI).

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.6.51



In the brain, ________ connect(s) the rear part of the temporal lobe to the frontal lobe.a. white matter tractsb. gray matter tractsc. networks of neuronsd. information processing strategies

Answer: a. white matter tracts


TB_Q1.7.52

________ view(s) development as influenced by a number of interacting components. a. Psychodynamic theoriesb. Information processing theoriesc. Social learning theoriesd. Systems theories

Answer: d. Systems theories

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental Systems TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.7.53

Karen does not go with her mom to work, but the policies in her mom’s workplace impact Karen. Mom’s workplace is an example of a (n) ___ in Bronfenbrenner’s bioecological model.

a. mesosystem.b. microsystem.c. exosystem.d. macrosystem.

Answer: c. exosystem

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental Systems TheoriesDifficulty Level: 2Skill Level: Understand the Concepts



TB_Q1.7.54

Bahir interacted with his parents and siblings, and with his teachers and peers. In Bronfenbrenner’s scheme, Bahir’s interactions with his parents and siblings, and with his teachers and peers, would represent different

a. mesosystems.b. exosystems.c. microsystems.d. macrosystems.

Answer: c. Microsystems.

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental Systems TheoriesDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.7.55

Joe’s mom is very involved at Joe’s school. The link between Joe’s home and his school represents the ____ in Bronfenbrenner’s bioecological model.

a. mesosystem.b. macrosystemc. exosystemd. microsystem

Answer: a. mesosystem


TB_Q1.7.56

In Bronfenbrenner’s bioecological model, the expectation that one can choose among political candidates for president is a part of the

a. mesosystem.b. exosystem.c. macrosystem.d. chronosystem.

Answer: c. macrosystem.




TB_Q1.7.57

In Bronfenbrenner’s theory, the changes over time in the set of environmental contexts surrounding the child are referred to as the

a. chronosystem.b. exosystem.c. mesosystem.d. microsystem.

Answer: a. chronosystem.

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental Systems TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.7.58

The “dynamic” in dynamic systems theory refers toa. system stability in the face of the constant flux in the interrelationships among the

various influences.b. the self-organizing principle.c. power.d. constant flux in the interrelationships among the various influences.

Answer: d. constant flux in the interrelationships among the various influences.


TB_Q1.7.59

In dynamic systems theory, the system may become unstable for a period of time, and then reorganize itself into a more complex and effective system, according to the

a. exosystem.b. microsystem.c. dominant beliefs and ideologies.



d. self-organizing principle.

Answer: d. self-organizing principle.


TB_Q1.7.60

In dynamic systems theory, __________________ tend(s) to occur when changes to one part of the system leads to reorganization of the relationships between parts of the system.

a. developmentb. learningc. problems in developmentd. changes to the mesosystem

Answer: a. development


TB_Q1.7.61

Gracie underwent a growth spurt over the summer and felt awkward for a while on the soccer field in the fall. But after a couple of weeks of practice, she noticed she was able to move more quickly into position near the ball and thus have more options about re-directing it. According to dynamic systems theory, these changes are an example of:

a. maturation.b. the self-organizing principle.c. stability in the interrelationships among components of a system.d. genetic predispositions.

Answer: b. the self-organizing principle.

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental Systems TheoriesDifficulty Level: 2Skill Level: Apply What You Know



TB_Q1.8.62

Samantha was videotaping the interactions between toddlers in a preschool, as part of a research project. This type of research method that Samantha was using is called

a. ethnography.b. structured observation.c. naturalistic observation.d. self-reporting.

Answer: c. naturalistic observation.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.8.63

Elizabeth was conducting a study using ________. With this technique, the researcher puts children into a situation that is designed to elicit behavior of interest, and then records the children’s responses.

a. structured observationb. ethnographic methodsc. naturalistic observationd. reliability studies

Answer: a. structured observation

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.8.64

________ research methods are usually used in non-Western cultural settings.a. Questionnairesb. Ethnographicc. Structured observationd. Structured interviews

Answer: b. Ethnographic

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsDifficulty Level: 2Skill Level: Understand the Concepts



TB_Q1.8.65

A _______________ is a type of self-report method in which it is possible to rapidly gather a lot of information.

a. structured interviewb. self-observationc. naturalistic observationd. questionnaire

Answer: d. questionnaire

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.8.66

With ________, it is possible to ask in-depth questions tailored to the individual.a. questionnairesb. structured observationsc. structured interviewsd. naturalistic observation

Answer: c. structured interviews


TB_Q1.8.67

________ have content that is predetermined, must be administered following specified rules, and are backed by norms for how groups of people perform.

a. Structured interviewsb. Standardized testsc. Naturalistic observation techniquesd. Structured observation methods

Answer: b. Standardized tests




TB_Q1.8.68

In the context of standardized testing, ________ refer(s) to data on the performance of large groups of people.

a. reliabilityb. normsc. validityd. testability

Answer: b. norms


TB_Q1.8.69

_______________refers to the consistency of the scores produced on a particular test over time.

a. Reliabilityb. Validityc. Normsd. Equality

Answer: a. Reliability


TB_Q1.9.70

A small number of children or families is studied intensively in aa. correlational design.b. laboratory experiment.c. field experiment.d. case study.

Answer: d. case study.

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 2Skill Level: Remember the Facts



TB_Q1.9.71

With a(n) ________, a researcher can determine which variables are related to each other and how they are associated.

a. correlational designb. case studyc. field studyd. intervention study

Answer: a. correlational design


TB_Q1.9.72

It is possible to determine a cause and effect relationship between two variables witha. experimental studies.b. correlational studies.c. naturalistic observation.d. multiple regression analyses.

Answer: a. experimental studies.


TB_Q1.9.73

As values of one variable go up, values of another variable go down. This relationship is describing a

a. positive correlation.b. negative correlation.c. positive result.d. dependent variable.

Answer: b. negative correlation.Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 2



Skill Level: Understand the Concepts

TB_Q1.9.74

The study by O’Connor et al. (2000) found that institutionalized children from Romania who were adopted at an older age tended to have lower scores on a measure of cognitive ability at age 6 years. What can be concluded?

a. Institutionalization caused children to have lower cognitive scores.b. Lower cognitive scores were likely what led to children being placed in the institution

in the first place.c. There is a negative correlation between time spent in the institution and later cognitive

scores.d. Time spent in the institution is not correlated with cognitive scores at a later age.

Answer c. There is a negative correlation between time spent in the institution and later cognitive scores.

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.9.75

A study conducted by a university researcher of 30 classrooms in a large school district obtained a positive correlation between teachers’ skill in implementing a new math program in the fall and the average math score of children in their classrooms in spring. Although it could be that effective use of the math program raised test scores, another explanation of the results could be that

a. more talented math teachers were better at implementing the new math program.b. teachers with the lowest performing math students were most likely to work hard at

implementing the new math program.c. use of the new math program was unrelated to children’s math scores.d. children’s scores tend to go up anyway at the end of the year.

Answer: a. more talented math teachers were better at implementing the new math program.




TB_Q1.9.76

Each of the following is a possible explanation of a positive correlation between children’s reading and math test scores except

a. better reading skills cause children to perform better on math tests.b. a third factor, such as intelligence or motivation, underlies good performance on both

reading and math tests.c. children with higher reading scores don’t spend as much time on math, and hence, have

lower scores in math.d. better math skills help children perform better on reading tests.

Answer: c. children with higher reading scores don’t spend as much time on math, and hence, have lower scores in math.

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 3Skill Level: Understand the Concepts

TB_Q1.9.77

Eileen was about to start a research study, and had chosen to use an experimental method. Of the choices listed below, which comes first in conducting an experimental study?

a. Publish the results.b. Give the experimental group some type of experience that might change their behavior.c. Observe the possible effects of the experimental condition.d. Assign participants randomly to an experimental or control group.

Answer: d. Assign participants randomly to an experimental or control group.


TB_Q1.9.78

A number indicating the strength and direction of the relationship between two variables is the

a. independent variable.b. multiple regression.c. correlation coefficient.d. dependent variable.

Answer: c. correlation coefficient.



Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.9.79

________ measure(s) the relationships between more than one independent variable and a dependent variable.

a. The correlation coefficientb. Field experimentsc. Intervention studiesd. Multiple regression

Answer: d. Multiple regression


TB_Q1.9.80

A researcher finds that the number of friends children have mid-way through the second grade is related to children’s grades in school, the number of friends they had at the beginning of the school year, and a measure of social skills, but not to the child’s degree of cooperation with the teacher. These findings were obtained by using a(n)

a. correlational analysis.b. experimental design.c. field experiment.d. multiple regression analysis.

Answer: d. a multiple regression analysis.


TB_Q1.9.81

Karen exposed some children to a video to see how their behavior changed after watching the video. There was also a control group of children who did not watch the video but were



tested afterwards just like the other group. In Karen’s experiment, the ________ was watching the video.

a. independent variableb. longitudinal designc. dependent variabled. cohort effect

Answer: a. independent variable


TB_Q1.9.82

An advantage of laboratory experiments is that researchersa. know the outcome in advance.b. can generalize the findings to many other situations.c. work in a natural setting.d. can achieve a high degree of control.

Answer: d. can achieve a high degree of control.


TB_Q1.9.83

In a laboratory experiment, a disadvantage is thata. researchers can control conditions.b. the findings will be specific to the exact conditions present in the laboratory.c. an intervention study will be necessary to confirm findings.d. there is no control group.

Answer: b. the findings will be specific to the exact conditions present in the laboratory.




TB_Q1.9.84

Which of the following is always conducted in a non-laboratory setting such as a home, classroom or neighborhood?

a. Multiple regressionb. Field experimentc. Correlational studyd. Laboratory experiment

Answer: b. Field experiment


TB_Q1.9.85

In a(n) ________, immediate and delayed outcomes of a fairly extensive intervention are examined.

a. field studyb. laboratory experimentc. intervention studyd. case study

Answer: c. intervention study

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsDifficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.10.86

With data collected intensively over a short period of time, the ________ has been nicknamed a “shortitudinal” study.

a. long-term intervention studyb. cross-sectional studyc. microgenetic designd. field experiment

Answer: c. microgenetic design

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.



Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.10.87

A study in which an intervention is coupled with a longitudinal study to ascertain possible long-term effects of the intervention is a(n)

a. long-term intervention study.b. cross-sectional study. c. “shortitudinal” study.d. cohort study.

Answer: a. long-term intervention study.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.10.88

Patterns of change over time can be detected by a(n)a. longitudinal study.b. cross-sectional study.c. negative correlation.d. laboratory experiment.

Answer: a. longitudinal study.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 1 Skill Level: Remember the Facts

TB_Q1.10.89

Each of the following is an advantage of longitudinal studies excepta. they can detect factors such as the onset of negativism.b. variations in developmental patterns can be noted.c. relationships between earlier behavior and later experiences can be examined.d. they are quicker to carry out than a cross-sectional study.

Answer: d. they are quicker to carry out than a cross-sectional study.




TB_Q1.10.90

A cross-sectional study investigates people of different ________ at the same point in time.

a. gendersb. agesc. ethnic originsd. degrees of intelligence

Answer: b. ages

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.10.91

The finding by Beckett et al. (2006) that the length of time spent in an institution was related to cognitive test scores at 11 years of age indicates that

a. time spent in an institution has a relationship with cognitive scores that does not disappear after 9-10 years in an adoptive home.

b. the institutional experience caused permanent decreases in children’s intelligence.c. institutional experience is related to intelligence at age 11 but not at age 6, showing a

delayed effect.d. over time, the IQ scores of all adopted children tend to decrease.

Answer: a. time spent in an institution has a relationship with cognitive scores that does not disappear after 9-10 years in an adoptive home.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.10.92

A researcher analyzes the language skills of children tested during the summer in four age groups: 16-18 months, 20-22 months, and 24-26 months. This study uses a



a. correlational design.b. longitudinal design.c. cross sectional design.d. hybrid design.

Answer: c. cross sectional design.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.10.93

The phenomenon that children of different ages grow up in different time periods, and thereby may have very different experiences, is known as the

a. cross-sectional study.b. hybrid design.c. cohort effect. d. longitudinal study.

Answer: c. cohort effect.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 1 Skill Level: Remember the Facts

TB_Q1.10.94

Both the longitudinal and cross-sectional designs are used in aa. cohort effect.b. hybrid design.c. laboratory study.d. field study.

Answer: b. hybrid design.


TB_Q1.10.95



An advantage of hybrid designs is thata. they include at least two different samples of children, so cohort effects can be

investigated.b. they are not complicated to set up.c. they are much shorter than a typical longitudinal study.d. they allow causal conclusions to be drawn.

Answer: a. they include at least two different samples of children, so cohort effects can be investigated.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.11.96

A(n) ________ determines whether the risks associated with a proposed research project are outweighed by the potential gains to science.

a. team of lawyersb. brainstorming session among the research sponsorsc. institutional review boardd. research subject

Answer: c. institutional review board

Learning Objective: LO 1.11 Describe ethical precautions researchers take to protect children participating in studies.Topic/Concept: Ethics in Child Development ResearchDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.11.97

Ethical guidelines for research for children includea. always avoiding the use of deception in a research design.b. using the least stressful procedures possible.c. obtaining parental consent, but child consent is not necessary.d. not allowing children to participate in research.

Answer: b. using the least stressful procedures possible

Learning Objective: LO 1.11 Describe ethical precautions researchers take to protect children participating in studies.Topic/Concept: Ethics in Child Development Research



Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.11.98

After explaining to parents and children the purpose of the research project, how it will be conducted, and the risks and benefits expected, the researcher must obtain ________ from parents and children.

a. a debriefingb. a confidentiality pactc. a promise that participants will complete the studyd. informed consent

Answer: d. informed consent


TB_Q1.11.99

Due to the requirement for confidentiality in a research study, data collected on particular individuals must

a. be online for everyone to read.b. be limited to the professional media.c. not be shared outside the team of researchers, unless the name of the individual is

removed from the data.d. be revealed only to professional researchers.

Answer: c. not be shared outside the team of researchers, unless the name of the individual is removed from the data.


TB_Q1.11.100

Which of the following statements is true about deception and harm in research on children?

a. Deception is acceptable provided it does not cause harm. b. Deception is acceptable and it may, under some circumstances, cause harm.c. Any deception to be used must be explained to parents and children in advance.



d. Deception is acceptable if necessary, but it may not cause harm.

Answer: d. Deception is acceptable if necessary, but it may not cause harm.


TB_Q1.12.101

Most of the foundational knowledge about child development originates froma. health care professionals.b. psychologists and researchers.c. educators.d. attorneys.

Answer: b. psychologists and researchers.

Learning Objective: LO 1.12 Identify four main categories of professions that utilize developmental science to improve the lives of children.Topic/Concept: Developmental Science and Careers with ChildrenDifficulty Level: 2 Skill Level: Understand the Concepts

TB_Q1.12.102

Health care professionalsa. do not generally see the need to understand cognitive and motivational issues that

affect their pediatric patients. b. rarely conduct research studies on children.c. are often involved in conducting and publishing research studies.d. confine their research to physical development and health.

Answer: c. are often involved in conducting and publishing research studies.

Learning Objective: LO 1.12 Identify four main categories of professions that utilize developmental science to improve the lives of children.Topic/Concept: Developmental Science and Careers with ChildrenDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.12.103

Which of the following statements is true about educators?



a. Educators from the preschool to high-school level are the main source of child development research.

b. It is difficult to apply child development research findings to the field of education.c. The motto of educators is “We change the child, one world at a time.”d. Educators can benefit from detailed knowledge of child development.

Answer: d. Educators can benefit from detailed knowledge of child development.

Learning Objective: LO 1.12 Identify four main categories of professions that utilize developmental science to improve the lives of children.Topic/Concept: Developmental Science and Careers with ChildrenDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.12.104

A knowledge of child development by policy makers is a. prerequisite for finding a job as a policy maker.b. primarily used in the legal arena.c. foundational.d. generally obtained by their research.

Answer: c. foundational.

Learning Objective: LO 1.12 Identify four main categories of professions that utilize developmental science to improve the lives of children.Topic/Concept: Developmental Science and Careers with ChildrenDifficulty Level: 2 Skill Level: Understand the Concepts

True/False Questions

TB_Q1.1.105

Theories help to organize diverse observations and give them meaning.

Answer: True

Learning Objective: LO 1.1 Identify the most important features of a developmental theoryTopic/Concept: Key Features of Developmental TheoriesDifficulty Level: 3Skill Level: Apply What You Know



TB_Q1.2.106

The theory of evolution, by Charles Darwin, is the foundation of modern biology.

Answer: True


TB_Q1.2.107

During the sensitive period, an organism is least affected by environmental stimulation.

Answer: False


TB_Q1.2.108

Artruro claims that evolutionary developmental psychology is really an extension of ethology.

Answer: True


TB_Q1.3.109

Today, Freud’s ideas concerning psychosexual stages and the origins of disorders are largely disregarded by developmental scientists.

Answer: True

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic Theories



Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.3.110

In Freud’s theory, the superego begins to develop at birth.

Answer: False


TB_Q1.3.111

Personality development, according to Freud, involved the ego and superego gaining control over the irrational id.

Answer: True


TB_Q1.3.112

According to Erik Erikson, psychosocial crises are resolved by age 30.

Answer: False


TB_Q1.4.113

Learning theorists try to identify the mechanisms of learning present in animals and to apply them to people.

Answer: True



Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development. Topic/Concept: Learning TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.4.114

Social learning theory is associated with B.F. Skinner.

Answer: False

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development. Topic/Concept: Learning TheoriesDifficulty Level: 1Skill Level: Remember the Facts

TB_Q1.5.115

The classic cognitive theories are those of Piaget and Vygotsky.

Answer: True

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.5.116

Schemes are a cornerstone of Vygotsky’s theory.

Answer: False

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.5.117

Vygotsky’s work was further developed by Urie Bronfenbrenner.

Answer: True




TB_Q1.5.118

Rima and Song were discussing developmental theories. According to Rima, both Piaget and Vygotsky believed that biological and social factors interacted in development.

Answer: True


TB_Q1.5.119

According to Vygotsky, very few aspects of cognitive development occur in a social context.

Answer: False


TB_Q1.6.120

Developmental cognitive neuroscience is the newest area of developmental science.

Answer: True

Learning Objective: LO 1.6 Identify the key features of information processing Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 2Skill Level: Remember the Facts

TB_Q1.6.121



The theories of both Vygotsky and Piaget were praised for their precision about defining the mechanisms underlying changes in memory, language, and thinking.

Answer: False

Learning Objective: LO 1.6 Identify the key features of information processing Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 3Skill Level: Understand the Concepts

TB_Q1.6.122

Kelly was getting a lot better at chess as she got older. Information processing theory would predict that in part she has adopted more efficient strategies for processing information as she increased in age and experience.

Answer: True

Learning Objective: LO 1.6 Identify the key features of information processing Topic/Concept: Modern Cognitive Development TheoriesDifficulty Level: 3Skill Level: Apply What You Know

TB_Q1.7.123

Today, systems theories hold little importance in developmental research.

Answer: False

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories. Topic/Concept: Development systems theories.Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.7.124

The bioecological model of human development is associated with Bronfenbrenner.

Answer: True

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories. Topic/Concept: Development systems theories.Difficulty Level: 1Skill Level: Remember the Facts



TB_Q1.7.125

Celeste said that Bronfenbrenner’s ecological levels seem to nest within each other like the familiar Russian matryoshka dolls. Is this true or false?

Answer: True

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories. Topic/Concept: Development systems theories.Difficulty Level: 2Skill Level: Apply What You Know

TB_Q1.7.126

Bronfenbrenner’s model is very easy to implement.

Answer: False

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories. Topic/Concept: Development systems theories.Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.7.127

The bioecological model is more like a set of guidelines rather than a traditional theory.

Answer: True

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories. Topic/Concept: Development systems theories.Difficulty Level: 2 Skill Level: Understand the Concepts

TB_Q1.8.128

Naomi took the Bayley Scales of Infant Development to measure her developmental level. The Bayley Scales of Infant Development is a standardized test.

Answer: True.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children. Topic/Concept: Research Methods Difficulty Level: 3



Skill Level: Apply What You Know

TB_Q1.8.129

Measures that are reliable are consistent across different test occasions.

Answer: True

Learning Objective: LO 1.8 Describe the major methods of collecting data on children. Topic/Concept: Research Methods Difficulty Level: 2Skill Level: Remember the Facts

TB_Q1.9.130

The results of a case study may not be generalizable to other people.

Answer: True

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design. Topic/Concept: Research Designs Difficulty Level: 1Skill Level: Understand the Concepts

TB_Q1.9.131

A positive correlation means that as the scores on one variable increase, the scores on the other variable decrease.

Answer: False

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design. Topic/Concept: Research Designs Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.9.132

Correlation indicates causality.

Answer: False

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design. Topic/Concept: Research Designs



Difficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.9.133

Experimental studies cannot establish cause and effect with certainty.

Answer: False

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design. Topic/Concept: Research Designs Difficulty Level: 1Skill Level: Remember the Facts

TB_Q1.9.134

In an experimental study, the “outcome variable” is the dependent variable.

Answer: True

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design. Topic/Concept: Research Designs Difficulty Level: 2Skill Level: Remember the Facts

TB_Q1.10.135

One of the most useful developmental designs is the cross-sectional design.

Answer: True

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change. Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 3Skill Level: Understand the Concepts

TB_Q1.10.136

Hybrid designs are commonly used in developmental research.

Answer: False




Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 1Skill Level: Remember the Facts

Fill-In-the-Blank Questions

TB_Q1.1.137

Theories can be practical because they provide ________ in promoting development.

Answer: guidance

Learning Objective: LO 1.1 Identify the most important features of a developmental theory.Topic/Concept: Key Features of Developmental TheoriesDifficulty Level: 3Skill Level: Understand the Concepts

TB_Q1.1.138

A ________ consists of a set of rules or statements that describes, explains, and predicts various aspects of how people grow and change over time.

Answer: developmental theory

Learning Objective: LO 1.1 Identify the most important features of a developmental theory.Topic/Concept: Key Features of Developmental Theories Difficulty Level: 2Skill Level: Remember the Facts

TB_Q1.2.139

Konrad Lorenz documented the phenomenon of ________ with geese.

Answer: imprinting

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentDifficulty Level: 3 Skill Level: Apply What You Know

TB_Q1.2.140



The ________ is a range of time when the development of the organism is the most influenced by environmental stimulation.

Answer: sensitive period


TB_Q1.2.141

Evolutionary developmental psychologists believe that ________ gave the biggest impetus to brain expansion in humans.

Answer: social interaction


TB_Q1.3.142

For Freud, the ________ was the source of biological drives, including hunger, sex, and aggression.

Answer: id


TB_Q1.3.143

The ________ part of the personality in Freud’s structure consists of the ego.

Answer: rational

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic Theories Difficulty Level: 2



Skill Level: Remember the Facts

TB_Q1.3.144

The rules and morals of society are represented by Freud’s ________ .

Answer: superego


TB_Q1.3.145

Erikson substituted a(n) ________ focus for Freud’s psychosexual focus.

Answer: psychosocial

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic Theories Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.3.146

The ________ is the development of an integrated sense of self, which usually takes place in adolescence.

Answer: identity crisis

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic Theories Difficulty Level: 2Skill Level: Remember the Facts

TB_Q1.3.147In contrast to Freud’s theory, Erikson’s psychosocial stages extend across the

__________________.

Answer: lifespan

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.



Topic/Concept: Psychodynamic Theories Difficulty Level: 2Skill Level: Remember the Facts

TB_Q1.4.148

Learning theories rest on an assumption of stimulus- ________ pairing.

Answer: response

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning TheoriesDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.4.149

Behaviorists believed that all developmental change resulted from ________ .

Answer: learning

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Difficulty Level: 2 Skill Level: Understand the Concepts

TB_Q1.4.150

________ first documented operant conditioning.

Answer: B.F. Skinner

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Difficulty Level: 1 Skill Level: Remember the Facts

TB_Q1.4.151

For behaviorists, ____ occurs when a pleasant consequence follows a behavior, making it more likely that this behavior will happen again the future.

Answer: positive reinforcement



Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Difficulty Level: 1Skill Level: Remember the Facts

TB_Q1.4.152

Bandura introduced the idea that ________ could work together with the other attributes of behaviorism.

Answer: observational learning

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Difficulty Level: 1Skill Level: Remember the Facts

TB_Q1.5.153

________ is considered the most influential person in developmental science because of his contributions to understanding cognitive development.

Answer: Piaget

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesDifficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.5.154

The stage of development applying to infants and toddlers under the age of two years is the ________ stage.

Answer: sensorimotor


TB_Q1.5.155



The final stage of cognitive development in Piaget’s theory was the ________ stage.

Answer: formal operational


TB_Q1.6.156

________ consist of bundles of neural fibers that form connections between neurons in the brain.

Answer: White matter tracts


TB_Q1.6.157

________ is a brain imaging technique that tracks blood flow in the brain to map areas that are activated by particular cognitive activities.

Answer: Functional MRI (fMRI)


TB_Q1.7.158

The ________ states that changes in any component of a system can lead to reorganization into a more complex system over time.

Answer: self-organizing principle

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental System TheoriesDifficulty Level: 2



Skill Level: Remember the Facts

TB_Q1.8.159

Kashif did a research study in a park. He watched children playing in a park and recorded their behavior. He is using _____.

Answer: naturalistic observation

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsDifficulty Level: 3 Skill Level: Apply What You Know

TB_Q1.8.160

In ________, children’s behavior is observed and recorded in controlled situations.

Answer: structured observation


TB_Q1.8.161

Stan traveled to New Zealand to spend a year with the Maori people. ________ methods record children’s behavior while the researcher is a member of the group to which the children belong.

Answer: Ethnographic

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research Methods Difficulty Level: 3Skill Level: Apply What You Know

TB_Q1.8.162

Isabel’s performance on a standardized test would be compared to ________, which are data on how a large number of individuals perform on a given test.

Answer: norms

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research Methods



Difficulty Level: 3Skill Level: Apply What You Know

TB_Q1.8.163

The consistency of measurements across test occasions is known as __________.

Answer: reliability

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research Methods Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.8.164

________ refers to the extent to which a test measures what it was intended to measure.

Answer: Validity

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research Methods Difficulty Level: 2Skill Level: Understand the Concepts

TB_Q1.9.165

The correlation ________ provides a numerical measure of the extent to which two variables are related.

Answer: coefficient


TB_Q1.10.166

Oliver planned to observe subjects of different ages at the same point in time. This is known as a(n) ________ study.

Answer: cross-sectional




Topic/Concept: Designs for Studying Developmental ChangeDifficulty Level: 3 Skill Level: Apply What You Know

TB_Q1.10.167

________ refers to a study in which a large number of observations are made over a relatively short period of time (such as several weeks).

Answer: Microgenetic design

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental Change Difficulty Level: 2 Skill Level: Remember the Facts

TB_Q1.10.168

Dr. Machon is obtaining daily samples of language behavior for 12 toddlers who have just begun using their first word. This type of study design is called a __________________

Answer: microgenetic design

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental Change Difficulty Level: 2 Skill Level: Understand the Concepts

TB_Q1.10.169

Maurice set up an experiment using a(n) ________ design, in which he would observe two or more cohorts of children cross-sectionally and/or longitudinally.

Answer: hybrid

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental Change Difficulty Level: 3Skill Level: Apply What You Know

TB_Q1.10.170

In a(n) ________ study, an intervention is coupled with a longitudinal study to ascertain possible long-term effects of the intervention.



Answer: long-term intervention

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental Change Difficulty Level: 2Skill Level: Understand the Concepts

Short-Answer Questions

TB_Q1.1.171

What is a developmental theory?

Answer: A developmental theory is a set of rules or statements that describes, explains, and predicts various aspects of development.

Learning Objective: LO 1.1 Identify the most important features of a developmental theory.Topic/Concept: Key Features of Developmental Theories Skill Level: Understand the Concepts

TB_Q1.3.172

Jeb, a teenager, was undergoing an identity crisis. What happens as a result of an identity crisis?

Answer: As a result of an identity crisis, the adolescent develops an integrated sense of self.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic Theories Skill Level: Apply What You Know

TB_Q1.4.173

How are classical and operant conditioning different? How do classic and social learning theories differ?

Answer: In classical conditioning what is learned is the link between an unconditioned stimulus and a conditioned stimulus, whereas in operant conditioning, the rate of responding is influenced by contingencies in the environment. Classic theories explain learning



using classical and operant conditioning, whereas social learning theory adds an imitative component.

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Skill Level: Remember the Facts

TB_Q1.4.174

Walter, age 2, saw his older sister do a ballet step. Walter tried to copy it, but he fell. What type of learning was Walter demonstrating?

Answer: Walter was demonstrating observational learning.

Learning Objective: LO 1.4 Identify the key concepts used by learning and social learning theories to explain development.Topic/Concept: Learning Theories Skill Level: Apply What You Know

TB_Q1.5.175

What does Piaget mean by a scheme? Provide an example.

Answer: For Piaget, a scheme is an organized way of thinking about, or acting on, the world. For example, an infant may have a scheme for grasping spoons, which means that the infant uses the fingers and palm in a particular way for spoons that is different than how the infant grasps other objects.

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesSkill Level: Understand the Concepts

TB_Q1.8.176

How are structured and naturalistic observations different?

Answer: Naturalistic observation takes place in natural settings whereas structured observations take place in laboratory or other highly controlled settings.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsSkill Level: Remember the Facts

TB_Q1.8.177



Describe the basic characteristics of ethnographic studies.

Answer: Ethnographic studies involve living among the people to be studied for a long period of time, blending into their culture, and interviewing and observing them in order form hypotheses about the influence of local customs on child behavior.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsSkill Level: Apply What You Know

TB_Q1.8.178

What is reliability?

Answer: Reliability is the consistency of measurements across test occasions.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsSkill Level: Understand the Concepts

TB_Q1.8.179

What is validity?

Answer: Validity is the extent to which a test measures what it was intended to measure.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsSkill Level: Understand the Concepts

TB_Q1.10.180

As research studies go, Dan was conducting a type of study that would make a large number of observations in just a couple of weeks. What type of study design was Dan probably using?

Answer: In all likelihood, Dan was using a microgenetic study design.

Learning Objective: LO 1.10 Discuss the strengths and weaknesses of research designs used to study developmental change.Topic/Concept: Designs for Studying Developmental Change Skill Level: Apply What You Know

TB_Q1.10.181



Kristen headed a group of scientists trying to determine the impact of a balanced breakfast and lunch, given at school, on disadvantaged children’s school performance over a period of years. What type of study were Kristen and her group conducting?

Answer: Kristen and her group were conducting a long-term intervention study, as they were monitoring an intervention over a period of years.


Essay Questions

TB_Q1.1.182

Describe the main features of a developmental theory.

Feedback:Describes, explains, and predicts development.Helps organize diverse observations and give them meaning.Provides guidance in promoting development.

Learning Objective: LO 1.1 Identify the most important features of a developmental theory.Topic/Concept: Key Features of Developmental Theories Skill Level: Understand the Concepts

TB_Q1.2.183

Explain the concept of sensitive period and discuss how studies of Romanian institutionalized children supported the notion of a sensitive period for various aspects of development.

Feedback:A sensitive period is a range of time when development is most affected by experience.The Romanian institutionalized children showed near-normal patterns of development in

most aspects if adopted prior to 6 months.If adopted after 18 months, they were more likely than children adopted prior to 18

months to have permanent disturbances in physical growth, social behavior and intellectual development.

This indicates that the first 18 months is a sensitive period for many aspects of development.

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.



Topic/Concept: Evolutionary Theories of DevelopmentSkill Level: Understand the Concepts

TB_Q1.2.184

Explain the key assumptions of evolutionary theories of development, including attachment theory.

Feedback:Evolutionary theories of behavior seek to establish behavior patterns that would have

increased survival to reproductive age and reproduction.Social skills and language that are acquired in the first 2 years would have increased the

likelihood of acceptance of the individual within the social group, which in turn would increase survival to adulthood.

Attachment theory is partly evolutionary in the sense that human infants (and human adults) evolved behaviors that increased the proximity of parent to child, which in turn increases the survival rate of babies. These behaviors include crying, seeking attention, and the desire of parents to take care of the helpless infant.

Learning Objective: LO 1.2 Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.Topic/Concept: Evolutionary Theories of DevelopmentSkill Level: Understand the Concepts

TB_Q1.3.185

Name and describe the three parts of the personality in Freud’s theory.

Feedback: Freud understood the personality structure as consisting of three parts.

The parts interacted dynamically.The id was the source of biological needs and desires.The ego was the rational part of the personality.The superego represented the rules and morals of society, and acted as a person’s

conscience.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesSkill Level: Understand the Concepts

TB_Q1.3.186

Explain how Erikson’s theory differs from Freud’s.

Feedback:



Erikson’s theory proposes that development is a series of psychosocial crises the individual must face rather than psychosexual crises.

Erikson’s theory includes psychosocial crises and periods of development beyond adolescence, unlike Freud’s theory.

Erikson’s theory has been more positively received than Freud’s theory and has had more influence on the field of developmental science.

Learning Objective: LO 1.3 Identify the key concepts used by Freud and Erikson to explain social and emotional development.Topic/Concept: Psychodynamic TheoriesSkill Level: Apply What You Know

TB_Q1.4.187

Explain and give an example of classical and operant conditioning.

Feedback:Classical conditioning involves learning an association between a novel stimulus and a

reflexive response that was made upon exposure to the stimulus.For example, an infant makes a sucking movement (reflex) when the nipple of a

bottle in placed in his mouth.Initially he does not responds to the sight of the bottle, but over time, he becomes

conditioned to make a sucking response to the sight of the bottle.In operant conditioning a response is made, followed by some type of consequence,

positive or negative.If the consequence is negative the response decreases in frequency over time

(punishment).An example would be that a child says, “milk,” and the mother hands him a milk

bottle.The child has been reinforced for saying “milk,” and will say it more often in the

future.


TB_Q1.4.188

Give an example of how observational learning, shaping and reinforcement might be used to improve children’s table manners.

Feedback:Children observe others engaging in table manners and imitate them.Children are praised and given rewards (reinforcement) for this behavior.



Children’s initial efforts at table manners are simple but by selectively reinforcing closer and closer approximations to adult table manners, shaping of the behaviors occurs.


TB_Q1.5.189

Compare and contrast Piaget’s and Vygotsky’s theories of cognitive development.

Feedback:Piaget proposed that children construct their knowledge of the world by exploring and

interacting with their environments. Development proceeds through a universal series of stages that involve more and more highly adapted and structured thinking about the world.

Vygotsky agreed that development involves bidirectional interactions of child and environment but emphasized how social environments shape child development. Piaget thought cognitive skills could be understood in their pure form but Vygotsky proposed that cognition was best understood within its social, cultural and historical context.

Learning Objective: LO 1.5 Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.Topic/Concept: Classic Cognitive Development TheoriesSkill Level: Understand the Concepts

TB_Q1.6.190

Compare and contrast information processing and developmental cognitive neuroscience approaches to explaining developmental change.

Feedback:Information processing theories view the mind as a device for processing information

somewhat analogous to the computer. There is mental hardware built into all brains, such as short and long-term memory, but through practice, individuals develop more complex and effective strategies for processing information and more knowledge, which is analogous to software.

Developmental cognitive neuroscience theories focus more explicitly on brain development and how it is related to the processing of information. They try to correlate data on brain development obtained through brain imaging and other ways of studying brain structure and function with data on cognitive skills at different ages.

Learning Objective: LO 1.6 Identify the key features of information processing and developmental cognitive neuroscience theories.Topic/Concept: Modern Cognitive Development TheoriesSkill Level: Apply What You Know



TB_Q1.7.191

Outline the system layers in Bronfenbrenner’s bioecological model of development. Provide an example of each layer of the system.

Feedback:Microsystem: the immediate social and physical environment of the child such as family,

group of peers or classroom.Mesosystem: influences on the child that originate from interactions between two

microsystems as when parents seek out particular groups of children with whom their child can interact.

Exosystem: influences on a microsystem that are not in the child’s immediate social and physical environment, but have an effect through their influence on one or more microsystems. For example, a parent who has a stressful workplace may be tense or tired when she or he comes home and may be less likely to interact with the child or may be more irritable with the child, changing the family microsystem.

Macrosystem: the cultural beliefs and ideologies characteristic of the geographic setting in which the other layers of the system function. These effects are difficult to identify but they can alter exosystem, mesosystem and microsystem influences on the child. An example is that in the U.S. there is a strong reliance on fast food restaurants by families, which can in turn increase the number of calories consumed by parents and children.

Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental System TheoriesDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.7.192

Use an example other than the basketball example to illustrate the key assumptions of dynamic systems theories.

Feedback:Dynamic systems theories propose that there are multiple influences on child

development that interact and change continuously over time, such as genetic predispositions of the child, brain development, mental states, bodily states and social and physical environment.

The effects of any one of these components can only be understood in terms of its influence on the overall system of influences on the child.

Big changes in one component lead to a reorganization of the entire system, and a wide range of changes in child behavior.

An example is puberty which causes bodily changes, new interests and attitudes such as an interest in sex, and emotional and cognitive changes that lead the individual to seek more independence from the family and to change social relationships with peers.



Learning Objective: LO 1.7 Explain how multiple factors operating over time are thought to influence development within developmental systems theories.Topic/Concept: Developmental System TheoriesDifficulty Level: 2Skill Level: Apply What You Know

TB_Q1.8.193Describe and give an example of each of the following research methods: naturalistic

observation, structured observation, ethnographic methods, self-report methods and standardized tests.

Feedback:Naturalistic observation involves observing child behavior in natural settings, such as

observing how a child interacts with peers in a preschool.Structured observation involves observing child behavior in a situation set up by the

researchers, such as observing how an infant responds in a situation where the mother and a stranger enter and leave the room that the infant is in.

Ethnographic methods involve researchers becoming immersed in a particular culture and employing extensive observations and interviews of individuals who are part of that particular culture. An example is a researcher who lives with a tribe in a remote area of New Guinea and studies how family interactions differ from those of families living in towns.

Self-report methods involve the child providing information either through a questionnaire or interview about his or her own behavior, attitudes or skills. An example would be a child who takes a survey indicating how often she interacts with particular electronic media during the day.

Standardized tests are structured sets of questions or problems that are given in the same way to all individuals taking the test. Results of performance on these questions is compared to norms obtained on a large number of individuals representative of different age levels and demographic backgrounds.

Learning Objective: LO 1.8 Describe the major methods of collecting data on children.Topic/Concept: Research MethodsSkill Level: Apply What You Know

TB_Q1.9.194

Provide an example of a case study, correlational study and experimental study.

Feedback: Three research designs are most commonly used in developmental research:

Case studiesCorrelational studiesExperimental studies

Case studies intensively study a small number of children or families.Correlational studies are used to determine which variables are related to each other, and

how the variables are associated.



Experimental studies are used to go a step further than correlational studies, to establish cause and effect.

Learning Objective: LO 1.9 Discuss the strengths and weaknesses of the major categories of research design.Topic/Concept: Research DesignsSkill Level: Understand the Concepts

TB_Q1.10.195

Louisa knows that there are three main designs for studying developmental change. She needs to weigh the pros and cons of each before beginning her research project. Name and give a brief description of each of the designs.

Feedback: The three main developmental designs are longitudinal, cross-sectional, and hybrid.Longitudinal designs obtain data from the same participants at two or more points in

time, with researchers noting changes in the participants’ behavior or test scores.Cross-sectional designs study people of different ages at the same point in time. This is

the most commonly used design.Hybrid designs study two or more cohorts of children cross-sectionally and/or

longitudinally.


TB_Q1.11.196

Dr. Edwards is planning to conduct a structured observation study in which she determines whether children with autism spectrum disorder are more willing to talk when they are exposed to a puppy in a playroom. In one condition, children will be exposed to a stuffed toy dog and in the other a real puppy. What ethical guidelines will be important for Dr. Edwards to follow in this experiment?

Feedback:Nonharmful procedures: the researchers need to use the least stressful procedures. As

children with autism are often distressed when their routine changes or when they are with unfamiliar people, the researcher should consider whether the observation should be done in the home or in a laboratory environment.

Informed consent: the parents must be fully informed of the purpose, procedures and known risks and benefits and must give signed consent for the study. In addition, parents may discontinue participation at any time. If the child is old enough and mature enough to understand the study, the child’s verbal or written assent must be obtained.



Confidentiality: it is important that the researchers not publish the names or identifying information of the children or parents. For example, if videotapes are obtained of the child’s responses to people in the two situations, these videotapes must be kept in a secure place by the researchers and destroyed after data analyses are complete.

Deception and debriefing: No deception is involved in the study, but parents should be informed that there are two conditions, and that the child is assigned randomly to one of the conditions. Parents would not be able to choose the condition for their child without changing the purpose of the study.

Learning Objective: LO 1.11 Describe ethical precautions researchers take to protect children participating in studies.Topic/Concept: Ethics in Child Development ResearchSkill Level: Apply What You Know

TB_Q1.12.197

Xavier is considering working with children as a profession. Teaching is the first thing that comes to Xavier’s mind, but he does not want to rule out other options before he first finds out what they are. Name the four broad areas that offer career opportunities in working with children and describe the focus of each area.

Feedback: Broadly speaking, there are four main categories of professions:

Psychologists and researchers – the main focus is either delivery of psychological services to children, adolescents, and families, research, or a combination of the two.

Health care professionals – the main focus is the delivery of medical services to children, adolescents, and families, prevention of illness, and conducting research relevant to promoting children’s health.

Educators – the main focus of teaching is to provide classroom educational services to children and adolescents.

Other educational professionals such as school psychologists work to establish the best combination of educational services for children who need the classroom environment adapted to their needs.

Policy makers, program directors, and attorneys – the main focus is to design or bring into being programs that benefit children, adolescents, and families.

Learning Objective: LO 1.12 Identify four main categories of professions that utilize developmental science to improve the lives of children.Topic/Concept: Developmental Science and Careers with ChildrenSkill Level: Apply What You Know




TOTALASSESSMENT

GUIDE

REVEL AssessmentChapter 1 The Study of Child andAdolescent Development



Apply What You Know

Analyze It

LO 1.1: Identify the most important features of a developmental theory.

EOC_1.1 EOM_1.1.1

LO 1.2: Describe the key features of evolutionary theories, includingethology, evolutionary developmental psychology, andattachment theory.

EOM_1.1.2 EOC_1.2,EOC_1.4

EOC_1.3

LO 1.3: Identify the key concepts used by Freud and Erikson to explain social and emotional development.

EOC_1.5,EOM_1.1.3

EOC_1.6

LO 1.4: Identify the key concepts used by learning and social learning theories to explain development.

EOC_1.7 EOM_1.1.4

LO 1.5: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

EOC_1.9 EOC_1.8,EOM_1.1.5

LO 1.6: Identify the key features of information processing and developmental cognitive neuroscience theories.

EOC_1.10 EOM_1.1.6 EOC_1.11

LO 1.7: Explain how multiple factors operating over time are thought to influence development within developmentalsystems theories.

EOM_1.1.7,EOM_1.1.8

EOC_1.12


72




Apply What You Know

Analyze It

LO 1.8: Describe the major methods of collecting data on children.

EOC_1.13 EOC_1.14 EOM_1.2.1

LO 1.9: Discuss the strengths and weaknesses of the major categories of research design.

EOM_1.2.2 EOC_1.15,EOM_1.2.3

LO 1.10: Discuss the strengths and weaknesses of research designs used to study developmental change.

EOC_1.16,EOC_1.17,EOM_1.2.4

LO 1.11: Describe ethical precautions researchers take to protect children participating in studies.

EOC_1.18,EOC_1.20,EOM_1.2.5

LO 1.12: Identify four main categories of professions that utilize developmental science to improve the lives of children.

EOM_1.2.6 EOC_1.19




Apply What You Know

Analyze It

LO 1.1: Identify the most important features of a developmental theory.

EOC_1.1 EOM_1.1.1

LO 1.2: Describe the key features of evolutionary theories, includingethology, evolutionary developmental psychology, andattachment theory.

EOM_1.1.2 EOC_1.2,EOC_1.4

EOC_1.3

LO 1.3: Identify the key concepts used by Freud and Erikson to explain social and emotional development.

EOC_1.5,EOM_1.1.3

EOC_1.6

LO 1.4: Identify the key concepts used by learning and social learning theories to explain development.

EOC_1.7 EOM_1.1.4

LO 1.5: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

EOC_1.9 EOC_1.8,EOM_1.1.5

LO 1.6: Identify the key features of information processing and developmental cognitive neuroscience theories.

EOC_1.10 EOM_1.1.6 EOC_1.11

LO 1.7: Explain how multiple factors operating over time are thought to influence development within developmentalsystems theories.

EOM_1.1.7,EOM_1.1.8

EOC_1.12


73


REVEL QUIZ QUESTIONS

EOM_1.1.1

Which of the following is something that developmental theories achieve?

a. Developmental theories explain common observations using diverse concepts.b. Developmental theories promote developmental changes in behavior or thinking.c. Developmental theories provide practical guidance primarily to scientists in designing

studies.d. Developmental theories predict behavior over time or explain behavior in a given set of

conditions.

Answer: DDifficulty: EasySkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.1: Identify the most important features of a developmental theory.

EOM_1.1.2

According to ethologists, a “sensitive period” is a time in development when ________.

a. bundles of neural fibers form connections between neurons in the brainb. the development of the organism is most susceptible to environmental stimulationc. children’s behavior can be recorded in a structured situationd. the ego begins to develop

Answer: BDifficulty: EasySkill: Remember the FactsTopic: Developmental TheoriesLO 1.2: Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.

EOM_1.1.3

Which of the following stages is part of Erikson’s focus on psychosocial crises?

a. Psychosexualb. Egoc. Superegod. Identity crisis

Answer: DDifficulty: Moderate



Skill: Understand the ConceptsTopic: Developmental TheoriesLO 1.3: Identify the key concepts used by Freud and Erikson to explain social and emotional development.

EOM_1.1.4

A child watches her older brother throw a ball and imitates his throwing motion. Later her father praises her for an improved throw. These are examples of ___________ and _________________, respectively.

a. observational learning; positive reinforcementb. negative reinforcement; positive reinforcementc. operant conditioning; classical conditioningd. positive reinforcement; classically conditioned response

Answer: ADifficulty: DifficultSkill: Apply What You KnowTopic: Developmental TheoriesLO 1.4: Identify the key concepts used by learning and social learning theories to explain development.

EOM_1.1.5

According to Piaget, cognitive development can be organized into a series of qualitatively different ___________ that come about due to qualitative changes over time in _________.

a. adaptations; social factorsb. outcomes; toolsc. observations; reinforcementd. stages; schemes

Answer: DDifficulty: DifficultSkill: Analyze ItTopic: Developmental TheoriesLO 1.5: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

EOM_1.1.6

An important concept in information processing theory is the ________, which exerts control over which strategies to use in particular situations.

a. central executive



b. child’s exploration of the environmentc. children’s imitation of othersd. social and cultural context

Answer: ADifficulty: ModerateSkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.6: Identify the key features of information processing and developmental cognitive neuroscience theories.

EOM_1.1.7

In the bioecological model of development, indirect influences on children such as those stemming from the parents’ workplace, are identified as part of an ecological system called the ____________.

a. microsystemb. mesosystemc. exosystemd. macrosystem

Answer: CDifficulty: EasySkill: Remember the FactsTopic: Developmental TheoriesLO 1.7: Explain how multiple factors operating over time are thought to influence development within developmental systems theories.

EOM_1.1.8

According to dynamic systems theory, during periods of change, the interacting influences on a particular system of behavior (such as a particular motor skill) may become unstable for a time and then reorganize itself into a more complex and effective system. This feature of dynamic systems theories is called the ________ principle.

a. sensitive periodb. identity crisisc. strategicd. self-organizing

Answer: DDifficulty: EasySkill: Remember the FactsTopic: Developmental Theories



LO 1.7: Explain how multiple factors operating over time are thought to influence development within developmental systems theories.

EOM_1.2.1

Videotaping mother–infant interactions in the home and analyzing the frequency of vocalizations directed by the infant to the mother are examples of a(n) _____________ observation, whereas asking mothers to show their infants a picture book and recording the number of infant vocalizations would be an example of a(n) ____________.

a. valid; normb. naturalistic; structured observationc. reliable; standardized testd. ethnographic; structured observation

Answer: BDifficulty: DifficultSkill: Apply What You KnowTopic: Studying Child DevelopmentLO 1.8: Describe the major methods of collecting data on children.

EOM_1.2.2

The negative correlation between length of stay in an institution and later cognitive scores ________________.

a. means that longer stays were associated with higher cognitive scoresb. means that longer stays were associated with lower cognitive scoresc. indicates that staying in the institution longer caused cognitive scores to decrease over

timed. was most likely due to a third factor, such as children who stayed longer in the institution

were likely to have brain damage, and thus lower cognitive scores

Answer: BDifficulty: ModerateSkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.9: Discuss the strengths and weaknesses of the major categories of research design.

EOM_1.2.3

In the Bucharest Early Intervention Project, cognitive ability was a(n) _________________, and the group (never institutionalized, care as usual, and foster care) was a(n) _______________________.

a. experimental condition; long-term intervention



b. dependent variable; valid variablec. dependent variable; independent variabled. independent variable; dependent variable

Answer: CDifficulty: DifficultSkill: Apply What You KnowTopic: Studying Child DevelopmentLO 1.9: Discuss the strengths and weaknesses of the major categories of research design.

EOM_1.2.4

In addition to providing direct data on changes in behavior or cognitive ability with age, longitudinal studies yield information about _______________.

a. the consequences of early experienceb. causal directions of effectsc. cohort effectsd. trends in behavior across generations

Answer: ADifficulty: ModerateSkill: Understand the ConceptsTopic: Studying Child DevelopmentLO 1.10: Discuss the strengths and weaknesses of research designs used to study developmental change.

EOM_1.2.5

Investigators in the Bucharest Early Intervention Project asked caregivers or parents for permission to enroll children in the study; this process is termed ________________.

a. institutional reviewb. informed consentc. confidentialityd. debriefing

Answer: BDifficulty: EasySkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.11: Describe ethical precautions researchers take to protect children participating in studies.



EOM_1.2.6

Pediatricians, psychiatrists, nurses, and occupational therapists are all examples of which category of professions involving children?

a. Educatorsb. Psychologists and researchersc. Policy makersd. Health care professionals

Answer: DDifficulty: EasySkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.12: Identify four main categories of professions that utilize developmental science to improve the lives of children.

EOC_1.1

The term for patterns of growth and change in behavior, thinking, or emotions over time is _______________.

a. evolutionb. stagesc. developmentd. learning

Answer: CDifficulty: EasySkill: Remember the FactsTopic: Developmental TheoriesLO 1.1: Identify the most important features of a developmental theory.

EOC_1.2

According to evolutionary developmental theory, the emergence of social emotions and social behavior such as play evolved because of the survival value of __________.

a. getting along within the social groupb. imprintingc. classical conditioningd. positive reinforcement

Answer: ADifficulty: EasySkill: Understand the Concepts



Topic: Developmental TheoriesLO 1.2: Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.

EOC_1.3

The finding that institutionalized children have better outcomes if they are adopted before 12 months of age is an example of ______________.

a. shapingb. a sensitive periodc. a schemed. observational learning

Answer: BDifficulty: EasySkill: Apply What You KnowTopic: Developmental TheoriesLO 1.2: Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.

EOC_1.4

In Bowlby’s theory, cute facial expressions made by the baby are among the many behaviors contributing to maintaining ______________ the caregiver.

a. white matter tracts withb. contact withc. proximity tod. positive reinforcement from

Answer: CDifficulty: ModerateSkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.2: Describe the key features of evolutionary theories, including ethology, evolutionary developmental psychology, and attachment theory.

EOC_1.5

An enduring contribution of Freud’s theory is his proposal that difficulties in ________________ contribute to later development.

a. imprintingb. toilet trainingc. becoming conditioned to the environment



d. early experience

Answer: DDifficulty: ModerateSkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.3: Identify the key concepts used by Freud and Erikson to explain social and emotional development.

EOC_1.6

In contrast to Freud, Erikson thought that the main issue for the toddler (e.g., approximately age 2) was not toilet training but _____________.

a. developing a secure attachment to the parentb. achieving autonomy from the parentc. imprinting on the parentd. ego development

Answer: BDifficulty: ModerateSkill: Analyze ItTopic: Developmental TheoriesLO 1.3: Identify the key concepts used by Freud and Erikson to explain social and emotional development.

EOC_1.7

Suppose a child adopted from an orphanage continues to show a negative reaction to being placed in a crib for several months after being adopted into a supportive and loving home. This might be a(n) _____________ response learned from months of stressful experiences spent in her crib at the orphanage.

a. operant conditionedb. classically conditionedc. observational learningd. attachment

Answer: BDifficulty: DifficultSkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.4: Identify the key concepts used by learning and social learning theories to explain development.



EOC_1.8

According to Piaget, the contrast in thinking between infancy and early childhood involves a transition from thinking about the world exclusively in terms of sensory impressions and motor actions to thinking about the world in terms of _______________.

a. formulating and testing hypothesesb. schemesc. symbolsd. logical operations

Answer: CDifficulty: DifficultSkill: Analyze ItTopic: Developmental TheoriesLO 1.5: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

EOC_1.9

According to researchers following up on Vygotsky’s ideas, adult guidance of children in Western cultures is heavily verbal, whereas children in traditional societies depend a lot more on a process of __________________.

a. observation and imitation of adultsb. creating mental symbols of what adults are doingc. using nonverbal representations such as pictures to communicated. using strategies

Answer: ADifficulty: DifficultSkill: Understand the ConceptsTopic: Developmental TheoriesLO 1.5: Identify important contributions from Piaget and Vygotsky to an understanding of the development of thinking.

EOC_1.10

Cognitive developmental neuroscientists use MRI and other methods to determine how _______________ changes with age.

a. behaviorb. cognitive abilityc. brain structure or functiond. sensitivity to the environment



Answer: CDifficulty: ModerateSkill: Remember the FactsTopic: Developmental TheoriesLO 1.6: Identify the key features of information processing and developmental cognitive neuroscience theories.

EOC_1.11

Information processing theories use computers as an analogy for the human brain. For example, a change in a child’s information processing “hardware” might be __________, whereas an example of a change in his or her “software” might be ____________.

a. increases in working memory capacity; maturation of white matter tracksb. increases in executive control; increases in working memory capacityc. increases in use of strategies; use of more sophisticated schemesd. increases in working memory capacity; increases in use of strategies

Answer: DDifficulty: DifficultSkill: Analyze ItTopic: Developmental TheoriesLO 1.6: Identify the key features of information processing and developmental cognitive neuroscience theories.

EOC_1.12

A parent talks with another parent at the preschool to arrange a play date between their two children. In the bioecological model, these interactions would be part of the ________________.

a. microsystemb. mesosystemc. exosystemd. chronosystem

Answer: BDifficulty: ModerateSkill: Apply What You KnowTopic: Developmental TheoriesLO 1.7: Explain how multiple factors operating over time are thought to influence development within developmental systems theories.

EOC_1.13

A standardized test is ______________ if the scores for a person are consistent across different test occasions.



a. validb. normativec. reliabled. structured

Answer: CDifficulty: EasySkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.8: Describe the major methods of collecting data on children.

EOC_1.14

Multiple regression is a data analysis technique that enables researchers to evaluate the relative strength of association between many _____________ and a ______________.

a. observations; child outcomeb. standardized tests; child outcomec. independent variables; dependent variabled. cohort effects; microgenetic design

Answer: CDifficulty: ModerateSkill: Understand the ConceptsTopic: Studying Child DevelopmentLO 1.8: Describe the major methods of collecting data on children.

EOC_1.15

In Bandura’s Bobo doll experiment, how did children behave after seeing adults behave aggressively toward the Bobo doll?

a. These children became aggressive in their daily lives.b. These children were more likely to be aggressive toward the Bobo doll in the laboratory.c. The children were more aggressive toward the Bobo doll, but subsequent studies did not

bear out this finding.d. The children who had observed the adult playing aggressively with Tinkertoys were

aggressive toward the Tinkertoys.

Answer: BDifficulty: DifficultSkill: Apply What You KnowTopic: Studying Child DevelopmentLO 1.9: Discuss the strengths and weaknesses of the major categories of research design.



EOC_1.16

An advantage of cross-sectional over longitudinal studies is ____________.

a. they are less costly and time-consumingb. the absence of cohort effectsc. direct information about causal relationships among variablesd. superior information about changes with age


EOC_1.17

In a hybrid design, either cross-sectional or longitudinal data is collected from two different samples of children obtained at different times. Among other things, this type of design enables researchers to test for _________________.

a. cohort effectsb. age effectsc. intervention effectsd. whether cross-sectional designs are better than longitudinal designs


EOC_1.18

The requirement that, whenever possible, data collected on children and families remain confidential means that __________________.

a. parents and children must be made aware of the risks and benefits of the researchb. participants can never be told the true nature of the studyc. data on individuals must be known only to the investigators, unless someone in authority

asks for the datad. data on individuals must be accessible only to the investigators and not to people outside

the study



Answer: DDifficulty: DifficultSkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.11: Describe ethical precautions researchers take to protect children participating in studies.

EOC_1.19

Which of the following categories of professionals are responsible for the bulk of research publications on child and adolescent development?

a. Health professionalsb. Educational professionalsc. Psychologists and researchersd. Social policy professionals

Answer: CDifficulty: EasySkill: Understand the ConceptsTopic: Studying Child DevelopmentLO 1.12: Identify four main categories of professions that utilize developmental science to improve the lives of children.

EOC_1.20

Which ethical guideline for research with children says that researchers should use the least stressful procedures whenever possible?

a. Informed consentb. Confidentialityc. Deception and debriefingd. Nonharmful procedures

Answer: DDifficulty: EasySkill: Remember the FactsTopic: Studying Child DevelopmentLO 1.11: Describe ethical precautions researchers take to protect children participating in studies.


Documents

testbankdirect.eu · Web viewTest Bank for The Dynamic Child 1st Edition by Manis. Complete downloadable file at: