Question 1

Which of the following is not a red flag of autism spectrum disorder?

Accepted Answer

A) an unwavering eye gaze 
B) repetitive movements with objects 
C) a lack of response to his or her name 
D) a lack of showing gestures. 
A) an unwavering eye gaze 
B) repetitive movements with objects 
C) a lack of response to his or her name 
D) a lack of showing gestures.

Question 2

All of the following have been found to predict children's performance on false-belief tasks except

Accepted Answer

A) parenting styles. 
B) language skills. 
C) maternal attachment. 
D) learning styles. 
A) parenting styles. 
B) language skills. 
C) maternal attachment. 
D) learning styles.

Question 3

The basic cognitive abilities involved in planning, carrying out, and inhibiting actions is called

Accepted Answer

A) formal operations. 
B) reflective abstraction. 
C) executive function. 
D) intellectual realism. 
A) formal operations. 
B) reflective abstraction. 
C) executive function. 
D) intellectual realism.

Question 4

Children who appropriately develop a high sense of scholastic self-esteem are most likely to

Accepted Answer

A) try harder in school. 
B) try less harder in school. 
C) take their success for granted. 
D) make great strides in academic achievement. 
A) try harder in school. 
B) try less harder in school. 
C) take their success for granted. 
D) make great strides in academic achievement.

Question 5

Unlike self-esteem, self-efficacy relates to a person's

Accepted Answer

A) sense of global worth. 
B) ability to reach goals. 
C) acceptance by peers. 
D) work ethic. 
A) sense of global worth. 
B) ability to reach goals. 
C) acceptance by peers. 
D) work ethic.

Question 6

The increasing levels of self-esteem in most American adolescents over recent decades has been accompanied by ____

Accepted Answer

A) increases in academic achievement. 
B) declines in academic achievement. 
C) decreases in adjustment problems. 
D) corresponding accomplishments in all areas of achievement. 
A) increases in academic achievement. 
B) declines in academic achievement. 
C) decreases in adjustment problems. 
D) corresponding accomplishments in all areas of achievement.

Which of the following is not a red flag of autism spectrum disorder?

All of the following have been found to predict children's performance on false-belief tasks except

The basic cognitive abilities involved in planning, carrying out, and inhibiting actions is called

Children who appropriately develop a high sense of scholastic self-esteem are most likely to

Unlike self-esteem, self-efficacy relates to a person's

The increasing levels of self-esteem in most American adolescents over recent decades has been accompanied by ____

Introduction to Child and Adolescent Development

Theories and Contexts of Development

Genetics, Prenatal Development, and the Neonate

Physical Development

What Do Infants Know and When and How Do They Know It

The Symbolic Child: Piagets Theory and Beyond

Becoming Self-Directed Thinkers: Problem Solving and Memory

Language Development

Intelligence and School Achievement

Emotion, Temperament, and Personality Development

Attachment and Early Parent-Child Care

The Family and Other Contexts for Socialization

Competing and Cooperating With Peers

The Development of Sexuality and Gender Identity

Filters

Exam 7: Understanding Self and Others

Which of the following is not a red flag of autism spectrum disorder?

All of the following have been found to predict children's performance on false-belief tasks except

The basic cognitive abilities involved in planning, carrying out, and inhibiting actions is called

Children who appropriately develop a high sense of scholastic self-esteem are most likely to

Unlike self-esteem, self-efficacy relates to a person's

The increasing levels of self-esteem in most American adolescents over recent decades has been accompanied by ____

Introduction to Child and Adolescent Development

Theories and Contexts of Development

Genetics, Prenatal Development, and the Neonate

Physical Development

What Do Infants Know and When and How Do They Know It

The Symbolic Child: Piagets Theory and Beyond

Becoming Self-Directed Thinkers: Problem Solving and Memory

Language Development

Intelligence and School Achievement

Emotion, Temperament, and Personality Development

Attachment and Early Parent-Child Care

The Family and Other Contexts for Socialization

Competing and Cooperating With Peers

The Development of Sexuality and Gender Identity

Filters