Q&A Hero

Q: eriksons final stage of psychosocial adjustment takes place in: a.childhood b.adolescence c.adulthood d.old age

Q: eriksons final stage of adult development is focused on the issues of: a.stagnation versus productivity b.isolation versus intimacy c.competence versus incompetence d.integrity versus despair

Q: erikson argues that most adults are motivated by what he calls generativity. by this he means that people: a.wish to be creative b.wish to produce as much as possible c.want to give something of themselves to others d.generate many sentences

Q: which of the following theorists is noted for arguing that development continues across the entire life span? a.jean piaget b.sigmund freud c.john bowlby d.eric erikson

Q: one of the important changes in how psychologists approach the analysis of development is that in the last several decades: a.much more emphasis has been placed on learning b.important developmental changes have been presumed to occur across the entire life span c.the role of culture has been deemphasized d.much less emphasis has been placed on biological factors

Q: the new york longitudinal study of social development found that the most important variable affecting a childs development is: a.whether the parents get divorced b.the extent to which parental behavior appropriately takes the childs temperament into account c.whether parents of multiple offspring treat them equitably d.the childs overall environment rather than anything the parents do

Q: a child who has a good fit with his or her parents temperament is more likely to: a.grow up frustrated and have a difficult time adapting to new situations b.show negative behavioral patterns in adulthood c.be highly distractible and dependent on his or her parents d.be adaptable and socially competent

Q: research on parental influence and peer influence: a.suggests that only parents have a strong influence on a childs development b.supports the position that parents have less of an impact than previously thought c.suggests parents and peers play complementary roles in a childs development d.suggests that parents have little to no effect on child development

Q: when can your sister expect her newborn child to begin to notice and respond to peers? a.immediately after birth b.at 1 month c.at 6 months d.at 1 year

Q: in terms of the influence of peers and parents on childrens development and personality, psychologists tend to agree that: a.parents play the primary role in social development b.peers play the primary role in social development c.peers and parents play complementary roles d.genes override the influence of both parents and peers

Q: typically children begin to pay attention to and interact with their peers at: a.6 months b.1 year c.2 years d.grade school

Q: both ginas parents and susans parents got divorced when the girls were very young. ginas mother is remarried, but susans mother is single. gina is likely to: a.show secondary sex characteristics after susan does b.get pregnant c.start puberty months sooner than susan d.begin puberty at the same time as susan

Q: research on brain differences at birth in males and females demonstrates that: a.these differences explain many of the subsequent differences between men and women b.no reliable differences have yet been identified c.we do not yet have enough data to understand what the source of the observed differences between male and female brains might be d.sex differences do not develop until puberty

Q: as discussed in your textbook, the case of bruce, who was surgically and hormonally reassigned to a female identity (brenda), illustrates that: a.gender identity is not totally dependent on how one is treated b.gender is highly changeable if biological changes are also made c.how a person thinks about his or her gender identity is less important than that persons biological sex d.surgical reassignment to the other sex is usually successful

Q: sexual reassignment surgery can lead to a mismatch between: a.gender and gender roles b.gender and gender identity c.gender and gender schemas d.gender schemas and gender roles

Q: gender roles are _____, whereas gender schemas are _____. a.culturally defined norms that differentiate the behavior and attitudes of men and women; cognitive structures that influence how people interpret the behavior of men and women b.cognitive structures that influence how people interpret the behavior of men and women; culturally defined norms that differentiate the behavior and attitudes of men and women c.biologically defined norms that differentiate the behavior and attitudes of men and women; cognitive structures that influence how people interpret the behavior of men and women d.biological structures that influence how people interpret the behavior of men and women; culturally defined norms that differentiate the behavior and attitudes of men and women

Q: from eriksons point of view, what is the major goal of development during the adolescent period? a.learning to deal with sexual issues b.developing an adult identity c.resolving the intimacy versus isolation crisis d.identifying sexual orientation

Q: all the following changes begin to happen at the start of puberty except: a.decreases in hormone levels b.development of primary sex characteristics c.development of secondary sex characteristics d.a rapid, hormonally driven increase in height and weight

Q: some psychologists use the term gender to refer to: a.biological differences between the sexes b.differences that are an outgrowth of socialization practices c.how you think about yourself in a sexual sense d.all of the above

Q: in attempting to teach sign language to nonhuman primates, researchers have confirmed: a.chomskys view that spoken language, as currently defined, is a uniquely human capacity b.that if the medium of communication is adjusted to the primates capabilities, something very much like language can be demonstrated c.that nonhuman primates lack any sense of causation or the ability to reliably name objects d.vygotskys notion that humans are not unique in regard to languagelike abilities

Q: psychologists who study social development are primarily concerned with: a.how we learn to interact with other members of our species b.cognitive functioning in children c.how personality traits affect behavior d.how drug use effects thought processes

Q: according to eriksons theory of development: a.most of the important challenges occur prior to puberty b.once adulthood is reached, the important issue is how to maintain the cognitive and social gains you have made to that point c.important cognitive and social changes occur across the entire life span d.development can best be thought of as a continuous process rather than something that proceeds in stages

Q: the term creole refers to: a.how different languages follow entirely different grammatical rules b.the fact that signed language is acquired much more slowly than spoken language c.a language that evolves over time from the mixing of existing languages d.the use of general linguistic rules

Q: in their analyses of language acquisition, chomsky and vygotsky differ in the emphasis they place on: a.the importance of grammar b.the innate differences that exist across cultures and across races c.the importance of a sensitive period in vocabulary acquisition d.innate readiness versus the influence of culture on language development

Q: work on language acquisition with animals has shown that: a.while chimps lack the ability to speak aloud, they can easily master the key components of the human language b.chimps can master sign language but not spoken language c.chimps are very good at communicating, but they are not able to master the key components of human language d.animals have little or no language or communication within their species

Q: chomsky has argued that children: a.must learn the grammatical rules of any language through a trial-and-error process b.quickly grasp the surface structure of a language, but have great difficulty with what he termed the deep structure of language c.have a built-in preparedness to acquire grammar d.have an innate tendency to name objects

Q: the fact that children can take a form of communication that lacks a consistent grammar and turn it into one that has consistent rules is consistent with the notion that: a.children can generalize linguistic rules b.there is a built-in, universal grammar c.chomsky was incorrect concerning the origins of grammar d.vygotsky was correct concerning the role of culture in language

Q: the system of rules that determine how words are combined into phrases and how phrases are used to make sentences is called: a.morphemes b.phonemes c.syntax d.language

Q: creole languages illustrate: a.purity of a single language b.that signed languages are learned in stages similar to spoken languages c.the regularity of language d.unique phonemes

Q: when a child always, even incorrectly, adds -ed to the ends of verbs to form the past tense, this use of language is an example of: a.universal grammar b.syntax c.irregularization d.overgeneralization

Q: the word ending -s is an example of: a.syntax b.a morpheme c.a phoneme d.a morpheme and a phoneme

Q: the words i and a are examples of: a.syntax b.morphemes c.phonemes d.morphemes and phonemes

Q: it is a common observation that when a family moves to a new culture, the children master the new language more quickly and thoroughly than the parents do. a psychological argument consistent with this observation is: a.the notion of a sensitive period for the acquisition of language across the life span b.that humans can also imprint during a sensitive period c.that across languages, mastery of one grammar makes it difficult to learn another grammar d.that children learn language from peers, not from parents

Q: which of the following statements is an example of telegraphic speech? a.ball. b.ba ba ba ba. c.daddy, ball! d.daddy, please throw ball.

Q: the general nature of the first words that a baby uses: a.depends very much on the language in which the baby is socialized b.shows a high level of similarity across languages c.is largely a function of whether the baby is raised in a collective culture or an individualistic culture d.depends on the specific objects that are important in the childs environment

Q: if you observed babies in many different cultures just as they were beginning to use language, you would find that: a.the stages they go through in acquiring language depend very much on the culture in which they are being raised b.children use only words they have heard from other children c.the first words being used identify objects or are simple action words d.the rate at which they acquire language depends on the culture they grow up in

Q: comparisons between how children acquire spoken language versus signed language indicate that: a.signed language follows entirely different grammatical rules than spoken language does b.signed language is acquired much more slowly than spoken language c.both types of language develop at about the same pace d.signed language is acquired more efficiently if the childs parents speak, whereas the acquisition of spoken language is not affected by whether the parents speak or sign

Q: until about 6 months of age, a baby: a.can understand only the sounds of her or his native language b.can discriminate all the speech sounds that occur in all languages c.speaks in single words d.overgeneralizes syntactic rules

Q: if a child is using telegraphic speech, he or she is most likely: a.about 2 years old b.at least 4 years old c.under 1 year old d.12 to 15 months old

Q: the sentences jill was kissed by jack and jack kissed jill have the same: a.phonemes b.morphemes c.surface structure d.deep structure

Q: across individuals, language development is characterized by: a.similar stages but variations in the rate of acquisition b.highly similar rates of acquisition c.differences in the order in which the stages occur d.high similarity in the rate at which vocabulary is developed but large differences in the acquisition of the rules of grammar

Q: research has demonstrated that infants: a.do not develop a preference for sounds from their own language until they are about 1 year old b.show a preference for sounds from their own language by the time they are a week old c.cannot distinguish sounds from their own language and other languages until they start to speak d.cannot distinguish sounds from their own language and other languages until their vocabulary includes well over 1,000 words

Q: the normal adult knows about: a.20,000 words b.40,000 words c.60,000 words d.20,000 to 60,000 words, depending on which language the adult has learned

Q: babies generate their first words at around: a.6 months b.1 year c.18 months d.2 years

Q: if a child is using telegraphic speech, he or she will: a.say only single words, not sentences b.speak in complex sentences c.speak in simple, three- to four-word sentences d.speak in simple, two-word sentences

Q: which of the following models suggests that moral emotions are based in physiological mechanisms that help people make decisions? a.kohlbergs moral reasoning theory b.damasios somatic marker hypothesis c.bowlbys attachment models d.piagets developmental theory

Q: morphemes are: a.the basic sounds of a language b.the smallest units of language that have meaning c.equivalent to syllables d.sounds that are similar across various languages

Q: phonemes are: a.the basic sounds of a language b.the smallest units of language that have meaning c.equivalent to syllables d.sounds that are similar across various languages

Q: empathy is to _____ as sympathy is to _____. a.understanding anothers emotional state and feeling what the other person is feeling or would be expected to feel; understanding your own emotional state and feeling as you would be expected to feel b.understanding your own emotional state and feeling as you would be expected to feel; understanding anothers emotional state and feeling what the other person is feeling or would be expected to feel c.understanding anothers emotional state and feeling what the other person is feeling or would be expected to feel; feelings of concern, pity, or sorrow for another person d.feelings of concern, pity, or sorrow for another person; understanding anothers emotional state and feeling what the other person is feeling or would be expected to feel

Q: _____ means understanding and feeling what another person is feeling or would be expected to feel. a.empathy b.sympathy c.remorse d.guilt

Q: you encounter a child who is very easy to shame. psychological research suggests that her parents: a.show frequent anger and are lax in their discipline b.are also likely to display shame easily c.are high in sympathy d.are very likely to reward appropriate behavior in the child

Q: which of the following characteristics is not likely to apply to a child who was reared by sympathetic parents? a.easily angered b.able to express negative emotions in an appropriate manner c.tending to appropriately focus on others rather than him- or herself d.shows self-control and self-discipline

Q: given an ambiguous ethical dilemma, a particular child uses complex reasoning about abstract principles and values rather than conforming to the rules of law and order and focusing on others disapproval of the behavior. according to kohlbergs stage theory, in which stage is this child most likely functioning? a.preconventional b.conventional c.formal operations d.postconventional

Q: imagine you are paying for something at a store and the clerk gives you too much change. if you are operating at the postconventional level of moral development, you are likely to: a.buy candy with the money b.give the money back because it will make the clerk very happy with you c.keep the money because it will make you happy d.give the money back because it does not rightfully belong to you

Q: according to kohlberg, in which stage of moral reasoning are moral judgments based on complex reasoning about abstract principles and the value of all life? a.preconventional b.conventional c.postconventional d.concrete operational

Q: given an ambiguous ethical dilemma, a particular child is able to conform to the rules of law and order and focuses on others disapproval of the behavior, but is unable to use abstract reasoning to determine whether the behavior is right or wrong. according to kohlbergs stage theory, in which stage is this child most likely functioning? a.preconventional b.conventional c.concrete operations d.postconventional

Q: dannys parents taught him that speeding is against the law, and now he complains whenever they drive even 1 mile per hour over the speed limit. danny explains that there is a law against speeding and that people should always obey laws. according to kohlbergs theory of moral development, what stage is danny in? a.premoral b.conventional c.principled d.formal operational

Q: imagine you are paying for something at a store and the clerk gives you too much change. if you are operating at the conventional level of moral development, you are likely to: a.buy candy with the money b.give the money back because it will make the clerk very happy with you c.keep the money because it will make you happy d.give the money back because it does not rightfully belong to you

Q: imagine you are paying for something at a store and the clerk gives you too much change. if you were operating at the preconventional level of moral development, you would be likely to: a.give the money back because keeping it would be like stealing and stealing is illegal b.give the money back because it will make the clerk very happy with you c.keep the money because it will make you happy d.give the money back because it does not rightfully belong to you

Q: according to kohlberg, in which stage of moral reasoning are moral judgments based on how well they conform to rules of law and order or focus on others disapproval? a.preconventional b.conventional c.postconventional d.concrete operational

Q: given an ambiguous ethical dilemma, a particular child focuses on her own self-interest and whether the outcome is pleasurable, but does not conform to the rules of law and order or focus on others disapproval of the behavior. according to kohlbergs stage theory, in which stage is this child most likely functioning? a.preconventional b.conventional c.preoperational d.postconventional

Q: according to kohlberg, in which stage of moral reasoning are moral judgments based on what is most pleasurable for the individual? a.preconventional b.conventional c.postconventional d.concrete operational

Q: moral reasoning theories have been criticized for: a.being overly dependent on the cultural context in which they have been developed b.ignoring cognitive development c.not adequately taking emotion into account as a predictor of moral choices d.placing too much emphasis on the role of parents in moral development

Q: which of the following is not one of kohlbergs stages of moral reasoning? a.preconventional b.conventional c.concrete operations d.postconventional

Q: an important consequence of having a theory of mind is that: a.we think of ourselves as having mental as well as physical capacities b.it allows us to predict how we might behave in various situations c.it makes us more egocentric in our actions d.it allows us to understand that others have intentions

Q: the development of a theory of mind is linked to development in which area of the brain? a.limbic system b.amygdala c.prefrontal region d.cerebellum

Q: for psychologists, theory of mind refers to: a.our ability to recognize that others have mental states that might explain their behavior b.the tendency to explain our own behavior in terms of environmental factors and the behavior of others in terms of their mental states c.the belief that nonhumans have minds that are much like our own d.the fact that the mind cannot be observed directly but must be inferred

Q: which of the following statements is not an example of how piaget and other psychologists have underestimated the speed of cognitive development? a.by 3 months, infants are more interested in events that do not make sense than in those that do. b.object permanence appears earlier in development than previously thought. c.infants have at least a primitive understanding of the laws of physics. d.infants tend to go through piagets stages in a highly set rate and order.

Q: which of the following observations was used as evidence that infants understood the laws of the physical world? a.infants would cry when a heavy object, but not a light object, was held above their heads. b.infants consider a rod moving behind a box as a single object. c.infants expect heavier objects to fall faster than light objects. d.infants can accurately anticipate the projected movement when a ball is thrown toward a target.

Q: recent research has shown that infants have a primitive understanding of the laws of motion. which of the following phenomena is not evidence that shows infants understand the laws of motion? a.newborns reach for where the moving object will end up rather than where it started. b.infants look longer at a moving rod after it has been revealed to be two connected lengths rather than a single piece. c.newborns prefer moving objects rather than stationary objects. d.newborns will follow a moving object with their eyes.

Q: according to your textbook, one of the limitations of piagets analysis of child development is that it: a.underestimated the mental capacities of young children b.placed too much emphasis on social factors in child development c.stressed the dynamic of accommodation in schema formation at the expense of the assimilation factor d.did not emphasize conservation

Q: over the course of the last several decades, research on child development has suggested that: a.environmental factors are more important than previously thought b.freud was essentially correct regarding the psychosexual stages c.biological factors play a less significant role than previously thought d.children understand more and at an earlier age than psychologists previously thought

Q: what was the important difference between the test of mathematical ability conducted by mehler and bever and that conducted by piaget? a.mehler and bever used candy and thus increased the childrens motivation. b.piaget expected the children to be able to write their answers, not verbalize them. c.the children in piagets study had no previous math experience. d.the children in mehler and bevers study had previously attended preschool.

Q: recent research suggests that children are capable of learning the concepts of more than and less than even earlier than suggested by piaget. at what age are children now believed to be capable of demonstrating these concepts? a.less than 1 year b.less than 2 years c.less than 3 years d.between 4 and 5 years

Q: piagets conclusion that young children have no inherent sense of mathematical principles: a.was contradicted by the results of his own marble test b.has been called into question by research showing that children under 3 understand concepts such as more than and less than c.has largely been supported, though such principles are acquired earlier than he postulated d.has been supported in a manner highly consistent with his initial proposal

Q: piaget used the concept of accommodation to describe what happens when: a.the development of new cognitive schemas occurs b.current schemas are changed very slightly c.a child modifies a new object so it fits an already existing schema d.a child uses the same behavior to deal with new objects

Q: what does piaget call the process of changing or modifying a schema in response to environmental factors? a.assimilation b.accommodation c.maturation d.conservation

Q: your brothers son shows evidence of understanding both abstract thought and the use of symbols. piaget would place him in the _____ stage of development. a.concrete operational b.formal operational c.preoperational d.sensorimotor

Q: in front of chris, tasha pours the same amount of water into a short, fat glass and a tall, thin glass. she then asks chris which glass has more water. if chris is at the concrete operational stage, he is likely to answer: the tall, thin glass the short, fat glass neither glass that he does not understand what more means

Q: according to piaget, in which stage of development do children come to understand the law of conservation and quantity? a.sensorimotor b.preoperational c.concrete operational d.formal operational