Question 1

Higher levels of cortisol are:

Accepted Answer

A)  associated with lower levels of depression. 
B)  associated with extreme fearful responses. 
C)  associated with easy temperamental characteristics. 
D)  typically caused by maltreatment. 
A)  associated with lower levels of depression. 
B)  associated with extreme fearful responses. 
C)  associated with easy temperamental characteristics. 
D)  typically caused by maltreatment. B

Question 2

Which statement would MOST likely be made by a theorist who takes a functionalist approach to understanding emotional development?

Accepted Answer

A)  The purpose of anger is to initiate movement to eliminate an obstacle to one's goal. 
B)  Developmental changes in the experience of joy/pleasure are due to accumulating social experiences. 
C)  Distinct emotions are innate and present from early in life. 
D)  There is a direct link between the inner emotional state of fear and the facial expression that accompanies it. 
A)  The purpose of anger is to initiate movement to eliminate an obstacle to one's goal. 
B)  Developmental changes in the experience of joy/pleasure are due to accumulating social experiences. 
C)  Distinct emotions are innate and present from early in life. 
D)  There is a direct link between the inner emotional state of fear and the facial expression that accompanies it. A

Question 3

Discrete emotions theory holds that:

Accepted Answer

A)  the basic emotions are innate and distinct from early in life. 
B)  emotional facial expressions must be learned. 
C)  a select few emotions are present at birth, and the others are a function of experience. 
D)  children must learn to fear strangers. 
A)  the basic emotions are innate and distinct from early in life. 
B)  emotional facial expressions must be learned. 
C)  a select few emotions are present at birth, and the others are a function of experience. 
D)  children must learn to fear strangers. A

Question 4

If a child is shy at school, what is MOST likely to help him or her adjust socioemotionally in Grade 1?

Accepted Answer

A)  having an easygoing temperament 
B)  having siblings who are outgoing 
C)  having a close relationship with a teacher 
D)  having a close relationship with a peer 
A)  having an easygoing temperament 
B)  having siblings who are outgoing 
C)  having a close relationship with a teacher 
D)  having a close relationship with a peer

Question 5

Of these children, who is LEAST likely to experience separation anxiety in the situation described?

Accepted Answer

A)  8-month-old Gianna is placed in a car seat by her parent who then disappears from her view 
B)  13-month-old Nolan walks away from his parent into another room 
C)  18-month-old Evan is playing on the floor when his parent leaves the room 
D)  15-month-old Cecile is placed into her crib by her parent who then leaves the room 
A)  8-month-old Gianna is placed in a car seat by her parent who then disappears from her view 
B)  13-month-old Nolan walks away from his parent into another room 
C)  18-month-old Evan is playing on the floor when his parent leaves the room 
D)  15-month-old Cecile is placed into her crib by her parent who then leaves the room

Question 6

The study by Judy Dunn discussed in the text demonstrated that discussions of emotions with family members at ages 2 and 3 were associated at age 6 with:

Accepted Answer

A)  understanding of others' emotions. 
B)  worrying and anxiety. 
C)  secure attachment. 
D)  emotional intensity. 
A)  understanding of others' emotions. 
B)  worrying and anxiety. 
C)  secure attachment. 
D)  emotional intensity.

Question 7

Which theorist focuses on infants' accumulating social interaction and their expanding ability to understand their experiences as the explanation for the developmental change from primitive to more advanced forms of emotion during the early years of life?

Accepted Answer

A)  Alan Sroufe 
B)  Joseph Campos 
C)  Carroll Izard 
D)  Charles Darwin 
A)  Alan Sroufe 
B)  Joseph Campos 
C)  Carroll Izard 
D)  Charles Darwin

Question 8

Recent theorists have proposed that infant temperament is captured by several dimensions. Which of these items is NOT one of those dimensions?

Accepted Answer

A)  difficulty level 
B)  rhythmicity 
C)  irritable distress 
D)  positive affect 
A)  difficulty level 
B)  rhythmicity 
C)  irritable distress 
D)  positive affect

Question 9

Children's decreased reliance on parents for help with emotional regulation as they get older reflects:

Accepted Answer

A)  their increased ability to negotiate ways to resolve situations. 
B)  increasing maturation of neurological systems. 
C)  changes in adults' expectations of them. 
D)  All of the answers are correct. 
A)  their increased ability to negotiate ways to resolve situations. 
B)  increasing maturation of neurological systems. 
C)  changes in adults' expectations of them. 
D)  All of the answers are correct.

Question 10

Children who exhibit _____ are LEAST likely to be socially competent.

Accepted Answer

A)  control of emotions 
B)  planning of strategies to resolve upsetting situations 
C)  avoidance of stressful situations altogether 
D)  delay of gratification 
A)  control of emotions 
B)  planning of strategies to resolve upsetting situations 
C)  avoidance of stressful situations altogether 
D)  delay of gratification

Question 11

In terms of emotional regulation, as they get older, children:

Accepted Answer

A)  are better able to select appropriate strategies. 
B)  rely on their parents more. 
C)  use behavioural strategies to a greater extent. 
D)  do all of these things. 
A)  are better able to select appropriate strategies. 
B)  rely on their parents more. 
C)  use behavioural strategies to a greater extent. 
D)  do all of these things.

Question 12

Baby Rachel sucks her thumb and rubs the ribbons in her baby doll's hair in response to fear-provoking situations. Baby Rachel is engaging in:

Accepted Answer

A)  gaze aversion. 
B)  self-soothing. 
C)  emotional restriction. 
D)  mental distraction. 
A)  gaze aversion. 
B)  self-soothing. 
C)  emotional restriction. 
D)  mental distraction.

Question 13

At what age does the rate of a depression for females become higher than the rate of depression in males?

Accepted Answer

A)  12 
B)  15 
C)  19 
D)  21 
A)  12 
B)  15 
C)  19 
D)  21

Question 14

Emotional self-regulation includes all of these activities EXCEPT:

Accepted Answer

A)  eliminating subjective negative feelings. 
B)  modulating one's interpretation of evocative situations. 
C)  appropriately inhibiting facial expressions related to one's feelings. 
D)  initiating actions related to one's feelings. 
A)  eliminating subjective negative feelings. 
B)  modulating one's interpretation of evocative situations. 
C)  appropriately inhibiting facial expressions related to one's feelings. 
D)  initiating actions related to one's feelings.

Question 15

The gender difference in _____ is NOT an important contributor to the difference in rates of depression in adolescent females and males.

Accepted Answer

A)  academic achievement 
B)  likelihood of rumination 
C)  concern with physical appearance 
D)  difficulty with the biological changes of adolescence 
A)  academic achievement 
B)  likelihood of rumination 
C)  concern with physical appearance 
D)  difficulty with the biological changes of adolescence

Question 16

_____ decreases the likelihood that an infant will experience separation anxiety in a particular situation.

Accepted Answer

A)  Being between the ages of 11 and 13 months 
B)  Crawling away from a parent (rather than the parent departing) 
C)  Living in a non-Western culture 
D)  All of these 
A)  Being between the ages of 11 and 13 months 
B)  Crawling away from a parent (rather than the parent departing) 
C)  Living in a non-Western culture 
D)  All of these

Question 17

Which condition is NOT a characteristic of difficult babies, as classified by Thomas and Chess?

Accepted Answer

A)  irregular body functions 
B)  difficult at first but became easier with time 
C)  slow to adjust to new situations 
D)  intensely emotional 
A)  irregular body functions 
B)  difficult at first but became easier with time 
C)  slow to adjust to new situations 
D)  intensely emotional

Question 18

The differences in the responses of Japanese and American preschoolers when they were asked what they would do if they were hit or saw another child knocking down their block tower may be related to the higher value American culture places on:

Accepted Answer

A)  interdependence. 
B)  self-assertion. 
C)  maintaining harmonious interpersonal relationships. 
D)  emotional control. 
A)  interdependence. 
B)  self-assertion. 
C)  maintaining harmonious interpersonal relationships. 
D)  emotional control.

Question 19

Part of the definition of temperament is that individual differences are:

Accepted Answer

A)  entirely genetic. 
B)  biologically based. 
C)  environmentally based. 
D)  unrelated to genetics. 
A)  entirely genetic. 
B)  biologically based. 
C)  environmentally based. 
D)  unrelated to genetics.

Question 20

Which statement BEST represents developmentalists' view of emotions and cognitions?

Accepted Answer

A)  Emotion is a part of cognition. 
B)  Cognition is a part of emotion. 
C)  Emotion usually occurs before cognition. 
D)  Emotion and cognition are entirely separate; they typically occur independently. 
A)  Emotion is a part of cognition. 
B)  Cognition is a part of emotion. 
C)  Emotion usually occurs before cognition. 
D)  Emotion and cognition are entirely separate; they typically occur independently.

Exam 10: Section 2: Emotional Development

Higher levels of cortisol are:

Which statement would MOST likely be made by a theorist who takes a functionalist approach to understanding emotional development?

Discrete emotions theory holds that:

If a child is shy at school, what is MOST likely to help him or her adjust socioemotionally in Grade 1?

Of these children, who is LEAST likely to experience separation anxiety in the situation described?

The study by Judy Dunn discussed in the text demonstrated that discussions of emotions with family members at ages 2 and 3 were associated at age 6 with:

Which theorist focuses on infants' accumulating social interaction and their expanding ability to understand their experiences as the explanation for the developmental change from primitive to more advanced forms of emotion during the early years of life?

Recent theorists have proposed that infant temperament is captured by several dimensions. Which of these items is NOT one of those dimensions?

Children's decreased reliance on parents for help with emotional regulation as they get older reflects:

Children who exhibit _____ are LEAST likely to be socially competent.

In terms of emotional regulation, as they get older, children:

Baby Rachel sucks her thumb and rubs the ribbons in her baby doll's hair in response to fear-provoking situations. Baby Rachel is engaging in:

At what age does the rate of a depression for females become higher than the rate of depression in males?

Emotional self-regulation includes all of these activities EXCEPT:

The gender difference in _____ is NOT an important contributor to the difference in rates of depression in adolescent females and males.

_____ decreases the likelihood that an infant will experience separation anxiety in a particular situation.

Which condition is NOT a characteristic of difficult babies, as classified by Thomas and Chess?

The differences in the responses of Japanese and American preschoolers when they were asked what they would do if they were hit or saw another child knocking down their block tower may be related to the higher value American culture places on:

Part of the definition of temperament is that individual differences are:

Which statement BEST represents developmentalists' view of emotions and cognitions?

Section 1: An Introduction to Child Development

Section 2: An Introduction to Child Development

Section 1: Prenatal Development and the Newborn Period

Section 2: Prenatal Development and the Newborn Period

Section 1: Biology and Behavior

Section 2: Biology and Behavior

Section 1: Theories of Cognitive Development

Section 2: Theories of Cognitive Development

Seeing, Thinking, and Doing in Infancy

Development of Language and Symbol Use

Section 1: Conceptual Development

Section 2: Conceptual Development

Section 1: Intelligence and Academic Achievement

Section 2: Intelligence and Academic Achievement

Section 1: Theories of Social Development

Section 2: Theories of Social Development

Section 1: Emotional Development

Section 1: Attachment to Others and Development of Self

Section 2: Attachment to Others and Development of Self

Section 1: The Family

Section 2: The Family

Section 1: Peer Relationship

Section 2: Peer Relationship

Section 1: Moral Development

Section 2: Moral Development

Section 1: Gender Development

Section 2: Gender Development

Section 1: Conclusions

Section 2: Conclusions

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