Deck 3: Understanding Childrens Behavior

Question 1

Preschoolers become aware for the first time that their ____________________ is permanentand will not change.

Answer 1

gender; sex​

Question 2

If a baby cries when he sees a balloon because he has been frightened before by the sound ofballoons popping, ____________________ conditioning has occurred.

Answer 2

​classical

Question 3

In ____________________ conditioning, hungry toddlers learn to repeat whatever behaviorhas frequently resulted in their getting fed.

Answer 3

​operant

Question 4

Imitating through dramatic ____________________ can help preschoolers visualize anexpected behavior.

Question 5

When babies develop ____________________, they become aware that something hiddenfrom view is not gone forever.

Question 6

A newborn automatically turning toward a touch on the cheek is an unconditioned responsecalled a(n) ____________________.

Question 7

Keeping toddlers ____________________ is a critical but major challenge for caregivers.

Question 8

For optimum learning, toddlers should hear language that is very close but slightly more____________________ than their own language.

Question 9

For healthy emotional development, infants must gain a sense of ____________________.

Question 10

Repetitive activities such as thumb-sucking and hair-twisting are called cyclical____________________.

Question 11

When preschoolers pretend, they mentally let one object stand as a(n)____________________ for another.

Question 12

An incorrect, but long-held folk belief holds that responding quickly to babies will____________________ them.

Question 13

Stimuli are perceptions taken in through the ____________________.

Question 14

Toddlers show a wide range of reactions to strangers, depending on their own temperamentand past ____________________.

Question 15

Caregivers should be very alert and responsive so they will notice the baby's____________________ that she needs or wants something.

Question 16

Babies who are caught in a flow of events that are unpredictable and unaffected by theirbehavior may develop _________________________.

Question 17

Trauma and chronic ____________________ change the way an infant's brain develops.

Question 18

Preschoolers follow rules more to please adults than because they recognize the relationshipbetween actions and possible ____________________.

Question 19

When early school-agers are in the developmental stage called ____________________, theyare unable to fully consider abstract extenuating circumstances that are important to maturedecision making.

Question 20

As they become more aware of unpleasant realities in the world around them, it is notunusual for early school-agers to experience nightmares or develop irrational____________________.

Question 21

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Stimuli​

Question 22

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Operant conditioning​

Question 23

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Metacognition​

Question 24

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Permissive​

Question 25

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Unconscious reactions​

Question 26

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Habituated​

Question 27

Emotionally and cognitively, older school-agers still need adult supervision and guidanceeven though they may appear ____________________ mature.

Question 28

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Object permanence​

Question 29

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Developmental "red flags"​

Question 30

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Authoritative​

Question 31

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Proximodistal growth​

Question 32

In Erik Erikson's psychosocial stages of human development, babies from birth to one yearmust deal with a developmental crisis he called _________________________.

Question 33

Older children are especially sensitive to being "_________________" by adults.

Question 34

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Body language​

Question 35

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Classical conditioning​

Question 36

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Authoritarian​

Question 37

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Learned helplessness​

Question 38

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Internal sensations​

Question 39

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
External environment​

Question 40

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Cephalocaudal growth​

Question 41

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Concept​

Question 42

Perceptions taken in through the senses that might incite activity or thought are called​ ​

A)bias.
B)stimuli.
C)inferences.
D)objectives.

Question 43

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Stranger anxiety​

Question 44

Red flags indicating the possibility of developmental problems include all of thefollowing except​

A)delays in motor skill development.
B)excessive aggression.
C)severe withdrawal.
D)extreme curiosity.
E)language delays.

Question 45

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Separation anxiety​

Question 46

A valid reason to compare a child's rate of development to standard rates is to​

A)be alert to any patterns of development that indicate a need for special help or professionalscreening.
B)help the parents feel good about themselves and their quality of parenting.
C)encourage a friendly competitiveness and motivate the child to learn at a faster rate.
D)all of these.

Question 47

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Expressive language​

Question 48

A one-year-old who has become habituated to a negative stimulus such as confinement inher crib for long periods will probably​

A)A one-year-old who has become habituated to a negative stimulus such as confinement inher crib for long periods will probably
B)no longer cry to be picked up.
C)continue to cry day after day.
D)learn self-discipline.
E)all of these.

Question 49

A crying infant is​

A)reacting spontaneously to internal feelings or external stimuli.
B)acting out to gain attention.
C)behaving in an inappropriate and nonproductive manner.
D)intentionally trying to annoy caregivers to get what he wants.
E)all of these.

Question 50

Growth follows a cephalocaudal and proximodistal pattern, so​

A)toddlers draw sweeping crayon strokes before they can draw small shapes.
B)growth follows a pattern that begins with the head and proceeds down the body.
C)infants can control their eyes and lips long before they can control their toes.
D)very young children need ample opportunities for gross motor practice.
E)all of these.

Question 51

The ability to reflect on or evaluate one's own behavior or actions is called​

A)abstract conception.
B)concrete processing.
C)metacognition.
D)motor function.

Question 52

Adults who use an authoritative guidance style​

A)forcibly gain control over children.
B)give up responsibility for children.
C)develop children's self-discipline and self-control.
D)all of these.

Question 53

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Appropriate touch​

Question 54

The child's external environment is comprised of​

A)feelings, biological urges, pleasures, and discomforts.
B)a set of curriculum materials ordered from an educational catalog.
C)physical surroundings, daily routines, and interactions with others.
D)the lighting and temperature of the classroom.

Question 55

Associative learning, such as in Skinner's experiments with rats and pigeons, in whichthere is a contingency between the response and the reinforcer is called​

A)action learning.
B)operant conditioning.
C)constructivist learning.
D)classical conditioning.

Question 56

When babies develop object permanence, they are able to​

A)recognize that something hidden from view is not gone forever.
B)transfer objects from one hand to the other.
C)track objects visually.
D)all of these.

Question 57

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Stress​

Question 58

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Social and emotional growth​

Question 59

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Receptive language​

Question 60

Match each definition to the corresponding term.
a. Associative learning such as Pavlov's experiments in which dogs learned to associate the sound of a bell with the presentation of food
b. Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
c. The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
d. Prior repeated exposure to negative or painful stimuli interferes with one's ability to learn in a situation where avoidance or escape is impossible
e. Overly strict and controlling; belief that children should be unquestioningly obedient at all times
f. Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
g. Indications that a child may need professional screening for possible therapeutic intervention
h. Expression of apprehension and fear when in the presence of unfamiliar people
i. The ability to actively communicate through vocal speech, writing, or sign language
j. Self-sufficiency and self-reliance
k. The child's physical surroundings, daily routines, and patterns of interacting with others
l. Mental picture, idea, perception, or impression
m. Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
Autonomy​

Question 61

Nonverbal communication such as facial expression, tone of voice, body posture, andgestures​

A)is much too complex for an infant or young child to notice or respond to.
B)has a powerful impact on infants and young children.
C)has a powerful impact on young children but not on infants under one year.
D)is not a significant concern for adults in the area of child guidance.

Question 62

Older babies and toddlers have strong physiological urges and impulses to practice motorskills and explore surroundings.

Question 63

To teach preschoolers to solve problems with words instead of aggression, it is importantto​

A)insist that they solve their own problems and remember not to tattle.
B)ignore temper tantrums to avoid "validating" their angry emotions.
C)restrain them until their angry feelings pass.
D)help them practice using appropriate words to express strong feelings.
E)all of these.

Question 64

Newborn behaviors result almost exclusively from uncontrolled reflexes.

Question 65

Labeling children as fast, average, or slow learners should be used to compare children'sdevelopment.

Question 66

Separation anxiety is a(n)​

A)expression of apprehension when separated from a primary caregiver.
B)phenomenon that usually peaks in young toddlers.
C)occurrence that varies widely among children.
D)potential source of stress for young toddlers entering child care.
E)all of these.

Question 67

A critical priority for adults caring for toddlers should be​

A)teaching them letters and numbers.
B)keeping their clothing clean.
C)safety.
D)teaching them to sit quietly and pay attention when the teacher is talking.

Question 68

In Erik Erikson's first psychosocial stage, trust versus mistrust, infants should​

A)learn to cope by delaying gratification when their needs are not met quickly.
B)develop trust via a secure, comfortable environment and reliable adults.
C)begin to separate from primary caregivers and learn to rely on their own initiative.
D)learn that they won't always get their own way so they can develop healthy emotionalattitudes.

Question 69

Which of the following is not typical of the sensorimotor period?​

A)The cognitive system is limited to motor reflexes at birth.
B)The child builds on reflexes to practice motor coordination.
C)The child is mentally able to manipulate concepts.
D)Activities are generalized into increasingly complex chains of behavior.
E)The child has physiological urge to practice motor skills and explore surroundings.

Question 70

Encouraging young children to compete against each other​

A)is not appropriate because it discourages cooperation.
B)is appropriate because it motivates achievement.
C)is appropriate because it helps children compare themselves to others and makes them feelsuperior.
D)is not appropriate because it bores children.

Question 71

To maximize a toddler's comprehension of important communication, it is important to​

A)look directly into the child's eyes and always speak loudly to get the child's full attention.
B)choose key words and use facial expressions and body gestures that emphasize meaning.
C)use many elaborate words that stimulate and enrich the child's vocabulary.
D)use only holophrases because that is all the toddler can comprehend.
E)both look directly into the child's eyes and always speak loudly to get the child's full attention,as well as choose key words and use facial expressions and body gestures that emphasizemeaning.

Question 72

When toddlers become very attached to a comfort object such as a pacifier or a stuffedtoy, an appropriate course of action for adults is to​

A)respect the child's need for this emotional crutch and gently nudge the child to give it up whenthe child is a bit older.
B)firmly say "no" and take the item away any time you see the child with it.
C)distract the child and get rid of the item when the child is not looking.
D)tell the child the item is dirty and nasty and has to be thrown away for the child's own good.
E)none of these.

Question 73

In Erik Erikson's second psychosocial stage, autonomy versus shame and doubt, toddlersshould​

A)begin to discover that their behavior is always controlled by others.
B)learn that they will always get what they want so they can develop healthy emotional attitudes.
C)be carefully controlled and disciplined so that they can begin to develop a sense of shame anddoubt.
D)assert their sense of independence and autonomy.
E)all of these.

Question 74

Egocentrism is the inability to​

A)manipulate small objects.
B)differentiate oneself from others.
C)view reality from the standpoint of another.
D)plan behaviors before they occur.

Question 75

Which of the following is not typical of the preoperational period?​

A)The period begins with the achievement of object permanence.
B)The child develops representational skills in imagery and language.
C)In imaginative play, the child can let one object stand as a representation for another.
D)The child believes that quantity changes when objects are rearranged.
E)The child is able to take another's point of view.

Question 76

Which of the following is not a critical indicator of competence in three-year-olds?​

A)Ability to count to ten and say the alphabet correctly
B)Self-confidence and intellectual inquisitiveness
C)Ability to use language to communicate
D)Ability to relate well to others and to show empathy

Question 77

Children have individual patterns and rates of development.

Question 78

According to Erikson, preschoolers​

A)find a new sense of power and freedom as they develop the motor skills and the languageskills they need to become fully engaged in the environment and the social interactions aroundthem.They discover that with this power and freedom comes new adult pressure to controlimmature impulses.
B)begin to develop self-help, self-feeding, potty learning, and dressing skills, among others, atthis age.Their self-confidence in this stage hinges on their negotiation of this difficult newterritory with caregivers.
C)depend on school as the critical factor of their social development.Children make a transitionfrom the world of home into the world of community, school, and peers.Home is still important,but succeeding outside the home takes on new importance.
D)none of these.
E)all of these.

Question 79

Which of the following is not typical of the concrete operational period?​

A)The child has mastered abstract thinking.
B)The child can take into account more than one perspective simultaneously.
C)The child can understand and solve concrete but not abstract problems.
D)The child develops the ability to replay events mentally and evaluate experience logically.
E)The child does not consider all logically possible outcomes.

Question 80

In Erik Erikson's fourth psychosocial stage, industry versus inferiority, children should​

A)expand their understanding of the world.
B)continue to develop appropriate gender-role identity.
C)learn the basic skills required for school success.
D)achieve a sense of industry by setting and attaining personal goals.
E)all of these.