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Essentials of Life Span Development
5th Edition Santrock Test Bank

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Chapter 06
Socioemotional Development in Early Childhood
1. According to Erik Erikson, the psychosocial stage that characterizes early childhood is:
A. initiative versus guilt.
B. autonomy versus shame and doubt.
C. industry versus inferiority.
D. trust versus mistrust.
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Accessibility: Keyboard Navigation
Bloom's Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 6.1: Discuss emotional and personality development in early childhood.
Topic: Initiative versus Guilt
2. Kenny is at the age where he wants to try everything, using his surplus energy to explore and play with everything in his environment. He is also
anxious to explore his social world through conversation and playing games. According to Erik Erikson, Kenny is demonstrating:
A. initiative.
B. autonomy.
C. industry.
D. trust.
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Bloom's Taxonomy: Apply
Difficulty Level: Hard
3. According to Erik Erikson, children’s initiative and enthusiasm will bring rewards when things work well and guilt when things do not work well;
thus, _____ is also a factor in this stage.
A. conscience.
B. independence.
C. fear.
D. obedience.
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Bloom's Taxonomy: Understand
Difficulty Level: Medium
4. In Erikson’s stage of initiative versus guilt, the young child clearly has begun to develop self-recognition and an awareness of his or her unique sense
of self, called:
A. self-control.
B. self-confidence.
C. self-understanding.
D. self-centeredness.
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Topic: Self-Understanding
5. Preschool children mainly describe themselves in all of these terms EXCEPT:

A. physical activities.
B. material possessions.
C. body attributes.
D. psychological traits.
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6-1
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6. Four-year-old Harlan says, “I’m always smiling!” Researchers suggest that Harlan, like other kids his own age, have self-descriptions that are
typically:
A. reflective of reality.
B. abstract and magical.
C. unrealistically negative.
D. unrealistically positive.
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7. By age four to five, most children have developed a theory of mind and the cognitive sophistication to start describing _____ in others.
A. physical traits.
B. psychological traits.
C. genetic traits.
D. genotypes.
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8. All of the following are associated with improved understanding of emotions EXCEPT:
A. increase in prosocial behavior.
B. emotional regulation.
C. ability to reflect on emotions.
D. difficulty in interpreting facial expressions.
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Topic: Emotional Expression
9. Hans feels ashamed when his parents say, “You should feel bad about scattering the pieces of your brother’s puzzle on the floor!” To experience a
_____ emotion like shame, Hans must be able to refer to himself as distinct from others.
A. social
B. self-conscious
C. penitent
D. sympathetic
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10. The emotions of _____ do not appear to develop until self-awareness appears around 18 months of age.
A. pride and embarrassment
B. shame and fear
C. guilt and sadness
D. disgust and guilt
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6-2
11. Stephen is learning to manage his frustration when he can’t make something work the way he wants it to. He used to throw things and cry when
frustrated, but now he’s learning to ask for help. Stephen is developing:
A. guilt.
B. emotion regulation.
C. moral reasoning.
D. initiative.
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12. Emotional regulation is a foundational part of developing:

A. social competence.
B. self-awareness.
C. self-recognition.
D. self-understanding.
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13. When Brianna is upset her mother facilitates open discussion about why she is upset and helps her figure out how to deal with the negative emotions.
Therefore, Brianna’s mother takes an _____ approach to parenting.
A. emotion-dismissing
B. emotion-criticizing
C. emotion-coaching
D. emotion-encouraging
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14. _____ parents interact with their children in a less rejecting manner, use more scaffolding and praise, and are more nurturant than are
emotion-dismissing parents.
A. Emotion-dismissing
B. Emotion-facilitator
C. Emotion-coaching
D. Emotion-encouraging
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15. Research has found that children of emotion-coaching parents are better at all of the following EXCEPT:
A. memory functioning.
B. focusing attention.
C. controlling their behaviors.
D. social competence.
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16. Developmental psychologists would describe Jennifer as an “emotion-dismissing” parent to her son. Which of the following types of behavior is
Jennifer MOST likely to engage in?
6-3
A. She praises her son when he performs a task well.
B. She ignores her child when he cries.
C. She engages in more scaffolding with her son.
D. She acknowledges her child’s emotions.
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17. Barbara saw her son get embarrassed and feel guilty because he dropped a plate of food. She took him in another room and talked about paying
attention and asking for help when he needs it. She talked to him about making an apology and helped him decide what he wanted to say. Barbara is an:
A. emotion-facilitator parent.
B. emotion-supportive parent.
C. emotion-coaching parent.
D. emotion-encouraging parent.
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18. Marjorie watched her daughter burst into tears because she lost a game. Marjorie said, in front of the other children, “You stop that crying right now.
Don’t be a sore loser. Go to your room and come back when you are ready to act right.” Marjorie is an:
A. emotion-coaching parent.
B. emotion-criticizing parent.
C. emotion-dismissing parent.
D. emotion-blind parent.
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19. Which of the following is NOT linked to a mother’s emotion-coaching approach to helping children regulate their emotions?
A. More oppositional behavior
B. Children soothing themselves
C. More effective at regulating their negative affect
D. Better able to focus their attention
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20. _____ development involves the development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in
their interactions with other people.
A. Emotional
B. Superego
C. Moral
D. Pragmatic
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Topic: Moral Reasoning
21. According to Freud, it is through a child’s struggle to reduce anxiety and avoid parental punishment, while maintaining parental affection and
internalizing parents’ standards of right and wrong, that prompts the _____ to develop.
A. id
6-4
B. alter ego
C. ego
D. superego
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22. According to _____, to reduce anxiety, avoid punishment, and maintain parental affection, children identify with parents, internalizing their
standards of right and wrong, and thus form _____.
A. Freud; the alter ego
B. Erikson; independence
C. Freud; the superego
D. Piaget; autonomous morality
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23. When baby Lisa came into the room and saw her mother crying, she immediately started crying, too. Even though Lisa doesn’t know why her
mother is crying, she is showing:
A. guilt.
B. empathy.
C. correspondence.
D. modeling.
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24. When her mother asks Selena why she feels so sad, Selena says it is because her best friend just lost her puppy. Selena is exhibiting:
A. embarrassment.
B. empathy.
C. heteronomous morality.
D. a lack of perspective-taking.
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25. Infants have the capacity for _____, but they lack the ability to discern another’s inner psychological state, known as _____.
A. perspective taking; empathetic responses
B. empathetic responses; perspective taking
C. perspective taking; emotional regulation
D. emotional regulation; perspective taking
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26. Which of the following is the first stage of Piaget’s theory of moral development?
A. Autonomous morality
B. Initiative versus guilt
C. Heteronomous morality
D. Autonomy versus shame and doubt
6-5
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27. A child at age _____ is likely to be fully in heteronomous morality, whereas children at age _____ are likely to be fully in autonomous morality.
A. 3; 8
B. 5; 12
C. 5; 8
D. 8; 12
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28. According to Piaget’s theory, from _____ years of age, children are in a transition, showing some features of the first stage of moral reasoning and
some stages of the second stage, autonomous morality.
A. 7 to 10
B. 4 to 7
C. 10 to 12
D. 1 to 4
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29. Jerome and Hani get up early on Saturday morning and decide to make “breakfast in bed” for their mother. While reaching for the bed tray in the
back of the hall cabinet, they accidentally break one of their mother’s favorite porcelain dolls. Jerome knows that he’s going to get into “big trouble.”
Hani tells him not to worry because Mom would understand that it was an accident. In what stage would Jean Piaget categorize the moral reasoning of
Jerome and Hani?
A. Jerome—autonomous morality; Hani—heteronomous morality
B. Jerome—heteronomous morality; Hani—autonomous morality
C. Jerome—universal law morality; Hani—context-specific morality
D. Jerome—context-specific morality; Hani—universal law morality
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30. Dante is a 10-year-old who likes to play soccer during recess. One day a friend teaches him a different set of rules about the game that Dante accepts.
He now plays soccer in a new way. Dante is in which stage of moral development?
B. Heteronomous morality
C. Basic morality
D. Extended morality
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31. When children judge the rightness or goodness of behavior by considering its consequences, not the intentions of the actor, they are demonstrating:
A. autonomous morality.
B. heteronomous morality.
C. egocentrism.
D. moral independence.
6-6
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32. Julie believes that Jason’s accidental act of breaking 12 plates by dropping a box is worse than Peter intentionally breaking two plates when he was
frustrated. Julie is demonstrating:
A. moral independence.
B. social competitiveness.
C. empathic thinking.
D. heteronomous morality.
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33. Katrina becomes extremely upset when her brother tries to change the rules of their game, yelling, “You can’t do that! You can’t change rules!”
Katrina is exhibiting which of the following types of moral reasoning?
B. Heteronomous morality
C. Peer-negotiated morality
D. Immanent justice morality
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34. Franklin is very upset because his teacher will not let him turn in an assignment late. His main argument is that he had started the project and he fully
intended to finish it and turn it in. Even though he honestly forgot about the due date, his intention to turn it in is, in his view, the most important factor.
He is demonstrating:
A. initiative.
B. conservational morality.
C. heteronomous morality.
D. autonomous morality.
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35. Xavier was riding his bike when he lost his balance and crashed into a neighbor’s flower garden, damaging many plants. He looked around and
didn’t think anyone saw him, so he left quickly. As he’s riding he thinks, “Whew that was close. Glad I got away with that.” Xavier is showing:
A. autonomous morality.
B. empathy.
C. conservation.
D. heteronomous morality.
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36. Josh and Jake were wrestling and knocked over a large plant. Josh tries quickly to straighten up the plant and hide what happens, while Jake starts
backing away, crying, and quickly looking around. Jake believes in _____, Josh does not.
A. immanent justice.
B. guilt and shame.
C. heteronomous justice.
6-7
D. authoritative justice.
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37. Young children tend to believe that if a rule is broken, punishment will come immediately, thus they will look around in a concerned way after doing
something wrong. This indicates a belief in the concept of:
A. immanent justice.
B. guilt and shame.
C. heteronomous justice.
D. authoritative justice.
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38. When Carson was younger he would get very upset if his school friends didn’t follow rules when playing games. Now 11 years old, Carson has
learned that it is important to discuss the rules of a game before it gets started, making sure everyone agrees to whatever rules are made. Carson has
moved into:
A. heteronomous morality.
B. immanent justice.
C. preconventional thinking.
D. autonomous morality.
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39. According to Jean Piaget, parent–child relations are less likely to advance moral reasoning than peer relations, because parents are:
A. inconsistent in delivering the consequences for broken rules.
B. more likely to consider consequences rather than intentions.
C. in a power position, handing down the rules.
D. more likely to negotiate on rules.
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40. Which of the following approaches holds that the processes of reinforcement, punishment, and imitation explain the development of moral
behavior?
A. Freud’s psychoanalytic approach
B. Evolutionary psychology approach
C. Behavioral and social cognitive approach
D. Biological approach
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41. The behavioral and social cognitive approach to development supports all of the following EXCEPT:
A. what children do in one situation is weakly related to what they might do in other situations.
B. when children are reinforced for moral behavior, they will likely repeat that behavior.
C. punishment works better than reinforcement as a parenting technique.
D. when models who behave morally are provided, children tend to imitate them.
6-8
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42. Gender _____ involves a sense of one’s own gender, whereas gender _____ are the expectations about how gender shapes the way one should think,
act, and feel.
A. schema; types
B. type; schemas
C. role; identities
D. identity; roles
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Topic: Gender Development
43. Sets of expectations that prescribe how females and males should think, act, and feel are known as gender:
A. roles.
B. identities.
C. expectancies.
D. rules.
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44. Most children have a sense of being female or male by about _____ years of age.
A. One
B. three
C. four
D. five
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45. The social role theory suggests that:

A. the social hierarchy and division of labor are important causes of gender differences in power, assertiveness, and nurturing.
B. the mother role and the father role are social constructions that have emerged from our evolutionary past.
C. social roles are chosen, not determined.
D. nature is the primary determinant of differences between the social labels that we call “gender.”
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46. The _____ theory of gender proposes that the preschool child develop a sexual attraction to the opposite-sex parent, and later adopts the
characteristics of the same-sex parent.
A. psychoanalytic
B. social cognitive
C. evolutionary
D. social role
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6-9
47. According to Freud, at which age does the child renounce the sexual attraction he or she feels toward the parent of the opposite sex because of
anxious feelings?
A. 3 or 4 years
B. 9 or 10 years
C. 5 or 6 years
D. 11 or 12 years
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48. The psychoanalytic theory of gender stems from Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent, with
girls moving through the _____ while boys move through the _____.
A. Oedipus complex; Electra complex
B. Electra complex; Oedipus complex
C. Olympian complex; Electric complex
D. Electric complex; Olympian complex
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49. Harrison is often praised for his gender-typical behavior. His parents make statements like, “You are such a big boy when you climb the jungle gym
by yourself!” Gender researchers would use this as support for what theory of gender development?
A. Psychoanalytic theory
B. Social cognitive theory
C. Evolutionary psychology
D. Social role theory
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50. Clara imitates her older sister by trying to wear shoes with high heels, and loves it when her sister puts makeup on her. Learning gender roles this
way is consistent with the:
A. psychoanalytic theory.
B. social cognitive theory.
C. evolutionary psychology.
D. social role theory.
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51. Based on a view from cultures around the world, which of the following statements is TRUE about parental influences on children’s gender
development?
A. Mothers socialize their sons to be more obedient and responsible than their daughters.
B. Mothers place fewer restrictions on their daughters.
C. Fathers engage in more activities with the daughters.
D. Fathers show more attention to sons than to daughters.
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6-10
52. Due to its importance in shaping gender-related behaviors, the _____ has been described as “gender school.”
A. living room
B. playground
C. kindergarten classroom
D. television
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53. Who among the following is MOST likely to be rejected by peers on the basis of gender roles?
A. A little girl playing with toys dishes
B. A little boy playing with a doll
C. A little boy playing with a toy truck
D. A little girl playing with makeup
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54. Darcia and Renee are in a “mothers group,” sharing stories about their children. Darcia reported that her daughter is showing a clear preference to
play with other girls at the day care. Renee said, “My son started that, too, around age ___.”
A. 3
B. 1
C. 2
D. 1.5
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55. Regarding peers and gender development, which of the following is FALSE?
A. Children under age 12 prefer to play in groups with both boys and girls.
B. Boys prefer larger groups of playmates than girls.
C. Boys are more likely to engage in competitive play.
D. Girls are more likely to interact in a reciprocal way.
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56. In the context of the size of same-sex groups of children, from about five years of age onward:
A. boys are more likely to associate together in larger clusters than girls are.
B. girls are more likely to engage in rough-and-tumble play than boys.
C. girls are more likely to participate in organized group games than boys are.
D. boys are more likely than girls to play in dyads or triads.
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6-11
57. Girls are more likely to engage in “_____,” in which they talk and act in a more reciprocal manner.
A. collaborative discourse
B. rough-and-tumble play
C. ego displays
D. dominating play
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58. As Misty learns what is appropriate for boys and girls, she begins to organize new information according to those divisions. It is her gender _____
that informs her that anything that is pink must be made for girls.
A. role
B. identity
C. bias
D. schema
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59. Bit by bit, children pick up what is gender appropriate and gender inappropriate in their culture, and develop gender _____ that shape how they
perceive the world and what they remember.
A. identities
B. roles
C. schemas
D. types
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60. A recent study found that parents reported _____ than nonparents
A. more satisfaction in their lives
B. less enjoyment in their lives
C. more frustration in their lives
D. feeling worse on a daily basis
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Learning Objective: 6.2: Explain how families can influence young childrens development.
Topic: Parenting
61. Suzie, age three, has to eat everything on her plate at dinner or her father punishes her by sending her to bed immediately. Suzie also has strict
schedules for playing, television, and studying, and any disobedience leads to spanking and punishments. Suzie’s father is most likely a(n):
A. authoritarian parent.
B. authoritative parent.
C. indulgent parent.
D. neglectful parent.
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Topic: Baumrinds Parenting Styles
62. When asked to describe his parenting style, Juan stated, “In my house, my word is the law. If you break the law, then you pay the consequences.
6-12
That’s how you learn.” Juan is probably a(n):
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63. Liam is an unhappy child with weak communication skills. He gets particularly nervous when he has to do something at school where he is
compared to his classmates, such as spelling out loud or making an art project. Liam’s parents are most likely to be:
A. authoritarian.
B. authoritative.
C. indulgent.
D. neglectful.
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64. Lucy has strict rules for her children, and gets frustrated and angry when they aren’t followed. When the children disobey she often spanks them and
sends them off to their room without much explanation. Lucy is most likely a(n):
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65. Parents who encourage their children to be independent and show age-appropriate behaviors but still place limits and controls on their actions are:
A. authoritarian
B. authoritative.
C. indulgent.
D. neglectful.
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66. Logan is a supportive, warm, and loving parent, but he also has high expectations of his children. He encourages independent and age-appropriate
behavior from his children, and truly takes pleasure in watching them mature. Baumrind would classify him as a(n):
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67. Ursula is allowed to set her own schedules for playtime and for studying. In return, Ursula’s mother insists that her daughter keep her grades up and
go to bed early on most weeknights. As long as her daughter is managing her time and schedule wisely, Ursula’s mother gives her daughter a great deal
6-13
of independence. Ursula’s mom is most likely a(n):
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68. Which parenting style is demanding and controlling, while also being rejecting and unresponsive?
A. Authoritarian
B. Indulgent
C. Authoritative
D. Neglectful
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69. According to Baumrind, parents who are uninvolved in their child’s life, showing neither responsiveness nor control, are displaying a(n) _____
parenting style.
A. authoritarian
B. authoritative
C. indulgent
D. neglectful
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70. According to Baumrind, parents who are highly involved with their children but let the children do whatever they want, are displaying a(n) ____
parenting style.
A. authoritarian
B. authoritative
C. indulgent
D. neglectful
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71. Josh’s mother encourages him to eat well, but usually gives in and makes whatever he wants for dinner, which is often burgers and fries. She often
asks him if he has homework to do, but she trusts him to give her an honest response. She wants him to happy, and if that means staying up late then
that’s okay. Josh’s mom is most likely a(n):
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72. Bernard just brought home his report card and told his dad that he was required to bring the card back to school tomorrow with the signature of one
6-14
of his parents. The next morning, Bernard found his report card where he left it, unsigned. He signed his dad’s name and put it in his backpack.
Bernard’s dad is most likely a(n):
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73. Misha has been sent to his room for hitting his baby sister. His mother will come in and talk to him about why he cannot treat his sister this way and
about other, more acceptable ways for him to express his anger. Which parenting style does this exemplify?
A. Authoritarian
B. Authoritative
C. Indulgent
D. Neglectful
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74. Elise is among the most immature in her class. She has trouble interacting socially, which just compounds her low self-esteem and poor outlook on
life. Elise is most likely living with parents who have a _____ parenting style.
A. authoritarian
B. authoritative
C. indulgent
D. neglectful
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75. Which parenting style could lead to social incompetence, truancy, and delinquency in children?
A. Authoritarian
B. Authoritative
C. Indulgent
D. Neglectful
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76. Harold is focused only on himself, bullies his classmates, and generally ignores whatever the teacher says or asks him to do. These traits, along with
his lack of respect and self-control, indicate he is likely living with parents who have a(n) _____ parenting style.
A. authoritarian
B. authoritative
C. indulgent
D. neglectful
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77. Dr. Hernandez is seeing clients for family therapy today. The first couple has a “hands-off” and “let the kids figure it out” approach. They are truly
6-15
involved and concerned with their children, showing a _____ parenting style. They act like a consultant to their children, and believe their children can
determine what is best.
A. authoritarian
B. authoritative
C. neglectful
D. indulgent
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78. Shane and Karen have a “hands-off” and “let the kids figure it out” approach to parenting. Both travel as part of their work, seldom interact with
their children, and show a _____ parenting style. They believe working as much as they can to provide a comfortable lifestyle is the most important
thing they can do for their children.
A. authoritarian
B. authoritative
C. neglectful
D. indulgent
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79. Research conducted by Ruth Chao suggests that the style of parenting used by many Asian American parents is:
A. best conceptualized as “training” and is distinct from the domineering control characteristic of an authoritarian style of parenting.
B. similar to the American-style authoritarian parenting.
C. contrary to stereotypes in that Asian parents are indulgent and permissive.
D. domineering, controlling, and with rigid/unrealistic expectations for academic achievement in their children.
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Topic: Parenting
80. Individuals in which of the following countries held the most favorable attitude toward corporal punishment and were most likely to remember it
being used by their parents?
A. Sweden
B. Spain
C. South Korea
D. United States
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Topic: Punishment
81. All of the following are reasons for avoiding spanking or similar punishments EXCEPT:
A. punishment points out what children shouldn’t do, but doesn’t offer any alternatives.
B. punishment can instill fear, rage, and avoidance in children.
C. spanking and yelling shows children that this is the way to handle conflict.
D. spanking provides a release for the parents and allows them to calm down.
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Topic: Punishment
82. Hugo is making the children around him laugh by making farting sounds with his hand and underarm during storytime. His teacher, Ms. Martinez,
6-16
took Hugo to the front office and asked him to sit quietly until storytime was over. Ms. Martinez is using a technique called:
A. positive punishment.
B. timeout
C. isolation therapy.
D. co-parenting.
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Topic: Punishment
83. Lucas and Sophia always check with each other when it comes to parenting decisions. When their son, Nathan, tried to be sneaky and said to Sophia,
“Dad said I could stay up late. It that okay with you?” Sophia did not fall for it, saying, “Let me hear that from Dad first.” Lucas and Sophia are
practicing:
A. timeout techniques.
B. positive punishment.
C. cooperative development.
D. co-parenting.
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Topic: Parenting
84. Whereas the public and many professionals use the term “child abuse” to refer to both abuse and neglect, developmentalists increasingly use the
broad term:
A. child neglect.
B. child maltreatment.
C. child battery.
D. child assault.
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Topic: Parenting
85. The term _____ includes physical abuse, child neglect, sexual abuse, and emotional abuse.
A. parenting malpractice.
C. child battery.
D. child malpractice.
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Topic: Parenting
86. The term _____ includes psychological abuse, verbal abuse, and mental injury.
A. physical abuse
B. emotional abuse
C. child neglect
D. parental malpractice
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Topic: Parenting
87. The most common form of child maltreatment is:

A. physical abuse.
6-17
B. emotional abuse.
C. child neglect.
D. sexual abuse.
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APA LO: 1.1
Topic: Parenting
88. Cory is living with his older sister. She continually tells him that he’s stupid, clumsy, and a lot of trouble to take care of. Even when Cory tries to be
good, she’ll find something wrong with anything he does. He is living with _____, and likely to start showing emotional and behavioral problems.
A. physical abuse
B. emotional abuse
C. child neglect
D. sexual abuse
Page: 179
APA LO: 1.3
Topic: Parenting
89. Emotional abuse is unique because:

A. it may cause behavioral problems during the school-age years.
B. it may cause lifelong problems for the child.
C. it is the most common form of child maltreatment.
D. it is frequently present when other forms of child maltreatment are identified.
Page: 179
APA LO: 1.2
Topic: Parenting
90. Unintentional beating or shaking a child constitutes:

A. parental maltreatment.
B. harassment but not abuse.
C. poor parenting but not abuse.
D. physical abuse.
Page: 179
APA LO: 1.2
Topic: Parenting
91. Damian’s parents never seem to find time or resources to take care of him; in fact, sometimes he goes home to an empty house without any idea
where his parents are. He routinely tells his teachers that he hasn’t eaten in the last day, and it’s clear that his clothes haven’t been washed in a while.
This circumstance constitutes:
A. physical abuse.
B. mental injury.
C. child neglect.
D. child inattention.
Page: 179
APA LO: 1.3
Topic: Parenting
92. Nine-year-old Tadako’s uncle has been taking pictures of her naked and selling them on the Internet. This constitutes:
A. verbal abuse.
B. sexual abuse.
C. child neglect.
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D. physical abuse.
Page: 179
APA LO: 1.3
Topic: Parenting
93. About _____ of parents who were abused themselves when they were young go on to abuse their own children.
A. one-half
B. three-quarters
C. one-third
D. two-thirds
Page: 180
APA LO: 1.1
Topic: Parenting
94. In a study of maltreating mothers and their one-year-olds, one treatment that was found to be effective in reducing child maltreatment involved
parent–infant psychotherapy that focused on improving:
A. maternal–infant attachment.
B. paternal–infant attachment.
C. socioeconomic status of the family.
D. support for the father.
Page: 180
APA LO: 1.1
Topic: Parenting
95. In a study of maltreating mothers and their one-year-olds, all of the following strategies were found to be effective in reducing child maltreatment
EXCEPT:
A. home visitation that emphasized improved parenting.
B. home visitation that emphasized support for the father.
C. home visitation that emphasized healthy ways to cope with stress.
D. parent–infant psychotherapy.
Page: 180
APA LO: 1.2
Topic: Parenting
96. Poor emotion regulation, attachment problems, problems in peer relations, and other psychological problems are all associated with the
consequences of:
A. poor genetics.
C. fathers as caregivers.
D. step-parenting.
Page: 180
APA LO: 1.1
Topic: Parenting
97. Which of the following was found to be the most common parental response when siblings between the ages of two and five are in a conflictual
situation?
A. Intervene and make them apologize.
B. Yell at them.
C. Put them in timeout.
D. Do nothing to address the situation.
6-19
Page: 180
APA LO: 1.2
Learning Objective: 6.3: Describe the roles of peers, play, and media/screen time in young childrens development.
Topic: Sibling Relationships
98. William, 2.5 years old, and Bennett, four years old, are frequently making each other unhappy by either saying something or doing something that
annoys or hurts the other. Their mother decided to see how long they could go without upsetting each other, and found that they have a conflict about
every 10 minutes. William and Bennett’s behavior is:
A. at a typical level for their ages.
B. unusually low in terms of conflict.
C. unusually high in terms of conflict.
D. likely to get worse over the next two to three years.
Page: 180
APA LO: 1.3
99. Which of the following is NOT one of the characteristics of sibling relationships as described by Judy Dunn?
A. There is variation in the ways siblings describe the positive and negative aspects of their relationships.
B. Siblings typically know each other very well.
C. Generally parents favor one sibling over another.
D. Siblings usually have intense emotions regarding the quality of their relationship.
Page: 181
APA LO: 1.2
100. First-born and only children are alike in that both are _____ than later-born children.
A. more anxious
B. more rebellious
C. more dependent on adults
D. more achievement oriented
Page: 181
APA LO: 1.2
Topic: Birth Order
101. As a child Jackson was helpful, conforming to the adults around him, and more self-controlled than his siblings. He was outstanding in school, both
in terms of grades and taking on ambitious challenges. Jackson fits the classic stereotype of a:
A. first-born sibling.
B. middle-born sibling.
C. last-born sibling.
D. second-born of two brothers.
Page: 181
APA LO: 1.3
Topic: Birth Order
102. Of her three children, Rosa could always count on Anna to do things her own unique way. Whether it was clothing, participating in activities at
school, or even picking out a color for a school backpack, Anna usually picked the less popular choices. Anna fits the classic stereotype of a:
A. first-born sibling.
B. middle-born sibling.
C. last-born sibling.
D. first-born of two sisters.
6-20
Page: 181
APA LO: 1.3
Topic: Birth Order
103. Which of the following countries has the highest percentage of single-parent families?
A. Canada
B. United States
C. Germany
D. Sweden
Page: 182
APA LO: 1.1
Topic: Parenting
104. Which of the following is TRUE of how parents’ work affects the development of their children?
A. The nature of the parents’ work is a more important determinant of children’s development.
B. Children of working mothers are less likely to develop a secure attachment to their parents.
C. Children of working mothers engage in more gender stereotyping.
D. Whether one or both parents work outside the home is critical to children’s development.
Page: 182
APA LO: 1.2
Topic: Parenting
105. Maribel works as a housekeeper at a hotel. She has no autonomy in her work, works long hours, and feels quite stressed by her job. Kim is a lawyer
who works long hours but has control over her work and a great office environment. Ann Crouter, a researcher in this area, would say that:
A. Kim’s children are likely to experience less effective parenting than Maribel’s children.
B. Maribel’s children are likely to experience less effective parenting than Kim’s children.
C. both Maribel and Kim’s children are likely to do poorly in school.
D. neither Maribel’s nor Kim’s children will be negatively affected by their mothers’ jobs.
Page: 183
APA LO: 1.3
Topic: Parenting
106. It is estimated that approximately _____ of children born to married parents in the United States will experience their parents’ divorce.
A. 20%
B. 40%
C. 60%
D. 80%
Page: 183
APA LO: 1.1
Topic: Divorce
107. Which of the following is FALSE regarding divorce trends in the United States?
A. Divorce rates increased dramatically in the 1960s.
B. Divorce rates increased dramatically in the 1970s.
C. Divorce rates have declined since the 1980s.
D. The current divorce rate is lower than in most other countries.
Page: 183
APA LO: 1.2
6-21
Topic: Divorce
108. Are children better adjusted in intact, never-divorced families than in divorced families?
A. Yes, in almost all areas studied
B. No, in almost all areas studied
C. The research is mixed and inconclusive
D. Yes, but only within the home, not in academic or social settings
Page: 183
APA LO: 1.2
Topic: Divorce
109. Some scholars have proposed that in the “emotional security theory,” children appraise marital conflict in terms of:
A. their sense of security and safety in the family.
B. the level of disequilibrium between their parents.
C. the ways marital conflicts have a positive effect on them.
D. the living arrangements made after their parents separate.
Page: 184
APA LO: 1.2
Topic: Divorce
110. A number of researchers have shown that a(n) _____, which includes diminished parenting skills, occurs in the year following the divorce, but by
two years after the divorce has stabilized.
A. discontinuity
B. internalization
C. equilibrium
D. disequilibrium
Page: 184
APA LO: 1.1
Topic: Divorce
111. Following divorce, custodial mothers experience the loss of about _____ of their predivorce income as compared to custodial fathers who
experience the loss of about _____ of their predivorce income.
A. 10% to 20%; 10%
B. 10% to 20%; 25%
C. 25% to 50%; 10%
D. 25% to 50%; 25%
Page: 185
APA LO: 1.2
Topic: Divorce
112. Approximately _____ of lesbians and _____ of gay men are parents.
A. 10%; 20%
B. 20%; 10%
C. 10%; 10%
D. 20%; 20%
Page: 185
APA LO: 1.1
Topic: Cultural, Ethnic, Socioeconomic Variations
6-22
113. Bernice was raised by two lesbian mothers, whereas Jessica was raised by a heterosexual couple. According to research, it is most likely that:
A. Bernice is more popular than Jessica, whereas Jessica is more psychologically adjusted than Bernice.
B. Bernice and Jessica are the same with regard to popularity and mental health.
C. Bernice will have a homosexual orientation; Jessica will have a heterosexual orientation.
D. both will grow up and marry men, but Bernice is more likely to get divorced.
Page: 185
APA LO: 1.3
114. The overwhelming majority of children from gay or lesbian families:

A. are also homosexual.
B. have a heterosexual orientation.
C. are likely to be bisexual.
D. grow up confused about their sexual orientation.
Page: 185
APA LO: 1.1
115. In terms of co-parenting, _____ couples were most likely to share child-care responsibilities.
A. heterosexual
B. gay
C. lesbian
D. biracial
Page: 185
APA LO: 1.2
116. Which of the following is FALSE regarding the comparison of families within various ethnic groups to non-Latino white families?
A. Parents tend to be less educated.
B. Single-parent families are more common among African American and Latino populations.
C. African American families have more children than Latino or non-Latino white families.
D. Large and extended families are more common.
Page: 186
APA LO: 1.2
117. Across the last 20 years in the United States there has been a dramatic increase in the immigration of _____ families.
A. Caribbean American
B. Asian
C. Latino
D. Latino and Asian
Page: 186
APA LO: 1.1
118. Working-class and low-income families, along with families in rural areas of many countries, are more likely to practice a(n) _____ parenting
style.
A. authoritarian
B. neglectful
C. indulgent
6-23
D. authoritative
Page: 187
APA LO: 1.2
119. Which of the following is TRUE about lower-SES parents in the United States and most Western cultures?
A. They are less likely to use physical punishment as discipline.
B. They are more concerned with developing children’s initiative and delay of gratification.
C. They are more concerned that their children conform to society’s expectations.
D. They are less directive and more conversational with their children.
Page: 187
APA LO: 1.2
120. Which of the following statements about higher-SES parents in the United States and most Western cultures is TRUE?
A. They are less concerned with developing the ability to delay gratification.
B. They are less likely to use physical punishment.
C. They are more concerned that their children conform to society’s expectations.
D. They are more directive and less conversational with their children.
Page: 187
APA LO: 1.2
121. Lower-SES parents:

A. are less authoritarian.
B. are less likely to use physical punishment.
C. are more concerned with developing children’s initiative and delay of gratification.
D. are more directive and less conversational with their children.
Page: 187
APA LO: 1.2
122. Higher-SES parents:

A. create a home atmosphere in which children are more nearly equal participants.
B. create a home atmosphere in which it is clear that parents have authority over children.
C. are more directive and less conversational with their children.
D. create a home atmosphere in which children are taught the values of instant gratification.
Page: 187
APA LO: 1.2
123. What does a child get from peers that he or she typically cannot get from siblings?
A. A same-sex friend
B. A chance to share intimate feelings
C. An idea of how the child compares with other children the same age
D. A view of what the world looks like from another person’s perspective
Page: 187
APA LO: 1.2
6-24
Topic: Peer Relations
124. Sigmund Freud and Erik Erikson considered play to be valuable because:
A. it helps the child release tensions and better cope with anxieties and conflicts.
B. it advances the child’s cognitive development.
C. it helps children develop exploratory behaviors.
D. it allows children to develop better language and communication skills.
Page: 188
APA LO: 1.2
Topic: Plays Function
125. Jean Piaget and Lev Vygotsky considered play to be valuable because:
A. it allows children to release tension.
B. it advances the child’s cognitive development.
C. it helps children express their true feelings.
D. it allows children to interact with their peers.
Page: 188
APA LO: 1.1
Topic: Plays Function
126. _____ play, which can be engaged in throughout life, involves the repetition of behavior when new skills are being learned or when physical or
mental mastery and coordination of skills are required for games or sports.
A. Pretense/symbolic
B. Practice
C. Social
D. Sensorimotor
Page: 189
APA LO: 1.1
Topic: Types of Play
127. Isabella enjoys playing with her “doughnut” game. She practices putting the rings on a pole, organizing from largest to smallest, and then doing it
the other way around. This requires a steady hand as well as matching the rings for size. Isabella is engaging in _____ play.
A. pretense/symbolic
B. practice
C. social
D. constructive
Page: 189
APA LO: 1.3
128. Gerry, a four-year-old, says, “I’m a fireman putting out the fire!” as he holds his grandpa’s cane like a firehose. Gerry is engaging in _____ play.
A. pretense/symbolic
B. practice
C. social
D. sensorimotor
Page: 189
APA LO: 1.3
6-25
129. Enzo used to play mostly by himself. It was a transition for him when he started preschool, but now he is good at taking turns and interacting in
conversations. His _____ is increasing dramatically, as expected.
A. practice play
B. sensorimotor play
C. social play
D. constructive play
Page: 190
APA LO: 1.3
130. Milan’s art teacher showed the class how to take little balls of colored paper and glue them to heavy paper to make pictures. Milan is obsessed with
this new technique, making pictures for everyone she knows. She is engaging in _____ play.
A. constructive
B. social
C. practice
D. symbolic
Page: 190:
APA LO: 1.3
131. Which of the following refers to activities engaged in for pleasure that include rules and often involve competition with one or more individuals?
A. Symbolic play
B. Role play
C. Constructive play
D. Games
Page: 190
APA LO: 1.1
132. Regardless of the form of screen time, whether television, computer, or other device, it is recommended that children two to four years old spend
no more than _____ watching or playing.
A. 30 minutes
B. 1 hour
C. 2 hours
D. 3 hours
Page: 191
APA LO: 1.1
Topic: Media/Screen Time
133. Saturday morning cartoons show an average of _____ violent actions and behaviors per hour.
A. 10
B. 25
C. 40
D. 60
Page: 191
APA LO: 1.1
134. Most two to four-year-old children are watching TV approximately _____ hours per day.
A. 8 to 10
6-26
B. 5 to 6
C. 6 to 7
D. 2 to 4
Page: 191
APA LO: 1.1
135. The best educational apps for children include all of the following characteristics except that it:
A. encourages quiet, personal reflection.
B. provides content that is personally meaningful.
C. encourages active cognitive involvement.
D. tells a story that requires attention and focus.
Page: 191
APA LO: 1.2
136. This theorist stated that the psychological stage of early childhood was “initiative versus guilt.”
Erik Erikson
Page: 166
APA LO: 1.1
137. Parents who monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, and assist children in labeling
their emotions.
Emotion-coaching parents
Page: 169
APA LO: 1.1
138. According to Jean Piaget, this is the first stage of moral development where children think of justice and rules as unchangeable properties of the
world.
Heteronomous morality
Page: 170
APA LO: 1.1
139. This theorist suggested that children internalize their parents’ standards of right and wrong in order to reduce anxiety and avoid punishment.
Sigmund Freud
Page: 170
APA LO: 1.1
140. This theorist proposed that gender differences result from the contrasting roles of men and women in societies where women have less power and
status than men and control fewer resources.
Alice Eagly
Page: 172
APA LO: 1.1
6-27
141. This theory states that children’s gender development occurs through observing and imitating what other people say and do, and through being
rewarded and punished for gender-appropriate and gender-inappropriate behavior.
Social cognitive theory of gender
Page: 172
APA LO: 1.1
142. This theorist has proposed four classifications of parenting involving combinations of acceptance and responsiveness on the one hand, and demand
and control on the other.
Baumrind
Page: 175
APA LO: 1.1
143. Tobias’s parents are very demanding and show little warmth. They have a “my way or the highway” kind of approach to parenting, and when he
doesn’t comply he is sent off to his room. What parenting style are they displaying?
Authoritarian
Page: 175
APA LO: 1.3
144. A parenting technique for handling misbehavior in children, characterized by removing the child from a setting that offers positive reinforcement.
Timeout
Page: 177
APA LO: 1.1
Topic: Parenting
145. The support that parents provide one another in jointly raising a child.
Co-parenting
Page: 178
APA LO: 1.1
Topic: Parenting
146. This theorist, a leading expert on sibling relationships, described three important characteristics of sibling relationships: emotional stability,
familiarity and intimacy, and variation.
Judy Dunn
Page: 181
APA LO: 1.1
147. A kind of play that involves repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills
are required for games or sports.
Practice play
Page: 189
APA LO: 1.1
6-28
148. Describe Erik Erikson’s stage of initiative versus guilt.
In Erik Erikson’s first psychosocial developmental stage, initiative versus guilt, children are learning to use their perceptual, motor, cognitive, and
language skills to make things happen. In essence, they exuberantly move into a wider social world. If they are not permitted to explore their world or if
they face disappointment consistently, they will develop guilt.
Page: 166
APA LO: 1.2
149. Why are young children’s self-descriptions typically unrealistically positive?
Young children’s self-descriptions are typically unrealistically positive because they do not yet distinguish between their desired competence and their
actual competence; they tend to confuse ability and effort, thinking that differences in ability can be changed as easily as can differences in effort; they
do not engage in spontaneous social comparison of their abilities with those of others; and they tend to compare their present abilities with what they
could do at an earlier age, by which they usually look quite good.
Page: 167
APA LO: 1.2
150. Describe two concepts, based on research findings, to argue against the Piagetian position that young children are egocentric and not socially
sensitive.
Examples would be theory of mind research, early self-understanding and understanding of others, particularly the psychological traits of others and the
trustworthiness of others.
Page: 167
APA LO: 1.2
151. Define self-conscious emotions and provide two examples. What are the two criteria necessary for children to experience self-conscious emotions?
Self-conscious emotions are those that include the quality of an evaluation or judgment of self. Examples include pride, shame, embarrassment, and
guilt. In order for children to experience self-conscious emotions, they must (1) be able to refer to themselves and (2) be aware of themselves as distinct
from others.
Page: 168
APA LO: 1.2
152. Describe the differences between emotion-coaching and emotion-dismissing parents, and give examples to illustrate each type of parent.
Depending on how they talk with their children about emotion, parents can be described as taking an emotion-coaching or an emotion-dismissing
approach. The distinction between these approaches is most evident in the way the parent deals with the child’s negative emotions (anger, frustration,
sadness, and so on). Emotion-coaching parents monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching,
assist them in labeling emotions, and coach them in how to deal effectively with emotions. In contrast, emotion-dismissing parents view their role as to
deny, ignore, or change negative emotions. Emotion-coaching parents interact with their children in a less rejecting manner, use more scaffolding and
praise, and are more nurturant than are emotion-dismissing parents.
Page: 169
APA LO: 1.3
153. Name and briefly describe the two stages of moral reasoning in children as identified by Jean Piaget. Use the rule of “you should never miss school
until you are sick” to illustrate the difference in thinking of a five-year-old and a 12-year-old.
Piaget concluded that children go through two distinct stages in how they think about morality. From about four to seven years of age, children display
heteronomous morality, where children think of justice and rules as unchangeable properties of the world, removed from the control of people. From 7
to 10 years of age, children are in a transition, showing some features of the first stage of moral reasoning and some stages of the second stage,
6-29
autonomous morality. From about 10 years of age and older, children show autonomous morality. They become aware that rules and laws are created by
people, and in judging an action they consider the actor’s intentions as well as the consequences.
Page: 170
APA LO: 1.3
154. Explain why Piaget believed peer relationships prompt development in moral reasoning more so than parent–child relationships. Give an example
to illustrate this perspective.
Parent–child relationships involve a power structure and an authoritarian atmosphere. When conflict or differences occur between peers, children learn
to negotiate, coordinate, and come to an agreement on the best way to resolve an issue.
Page: 171
APA LO: 1.3
155. Compare and contrast the three major social theories of gender. Which theory would best explain the influence of social media on gender? Give
two reasons for your choice.
Three main social theories of gender have been proposed—social role theory, psychoanalytic theory, and social cognitive theory. Alice Eagly proposed
the social role theory, which states that gender differences result from the contrasting roles of women and men. The psychoanalytic theory of gender
stems from Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent. At five or six years of age, the child renounces
this attraction because of anxious feelings. Subsequently, the child identifies with the same-sex parent, unconsciously adopting the same-sex parent’s
characteristics. According to the social cognitive theory of gender, children’s gender development occurs through observing and imitating what other
people say and do, and through being rewarded and punished for gender-appropriate and gender-inappropriate behavior.
Page: 172
APA LO: 1.3
156. Explain why it is important to remember that the research on parenting styles and children’s development is correlational and not causal. Give an
example of how causal reasoning could lead to false conclusions.
Without knowing the cause, it could be that a third factor is influencing the relationship. It could also be that the children’s personality and behavior are
influencing the parenting styles. An example of a problem causal thinking is therapy or medication could be given to the parent when the issue is more
with the child, or vice versa. Also, a parent and child may be living in a high-stress or abusive situation, and that circumstance might be ignored if the
focus is on the parent or the child only.
Page: 175
APA LO: 1.3
157. Cultures around the world tend to give mothers and fathers different roles in parenting, which often influence gender development. Give examples
of different socializing strategies that mothers and fathers use in raising their children.
In many cultures, mothers socialize their daughters to be more obedient and responsible than their sons. They also place more restrictions on daughters’
autonomy. Fathers, on the other hand, show more attention to sons than daughters, engage in more activities with sons, and put forth more effort to
promote sons’ intellectual development.
Page: 173
APA LO: 1.3
158. Describe four characteristics that are generally associated with the first-born child and what accounts for these differences.
A recent review concluded that first-borns are the most intelligent, achieving, and conscientious. Compared with later-born children, first-born children
have also been described as more adult oriented, helpful, conforming, and self-controlled. Proposed explanations for differences related to birth order
usually point to variations in interactions with parents and siblings associated with being in a particular position in the family. In one study, mothers
6-30
became more negative, coercive, and restraining, and played less with the first-born following the birth of a second child.
Page: 181
APA LO: 1.2
Topic: Birth Order
159. Describe two points made by researchers who believe that birth-order influences on child development have been emphasized too strongly.
Birth order itself shows limited ability to predict behavior when all of the factors that influence behavior are considered. There are many other
influential factors, such as the competency of parents, their parenting styles, school influences, and cultural differences.
Page: 181
APA LO: 1.2
Topic: Birth Order
160. Describe the reasons for and against the value or harm of parents staying in an unhappy or conflicted marriage for the sake of their children.
If the stresses and disruptions in family relationships associated with an unhappy, conflict-ridden marriage that erode the well-being of children are
reduced by the move to a divorced, single-parent family, divorce can be advantageous. If the diminished resources and increased risks associated with
divorce also are accompanied by inept parenting and sustained or increased conflict, not only between the divorced couple but also among the parents,
children, and siblings, then the best choice for the children would be to retain the unhappy marriage. It is difficult to determine how these “ifs” will play
out when parents either remain together in an acrimonious marriage or become divorced.
Page: 183
APA LO: 1.2
Topic: Divorce
161. Describe the research findings that demonstrate that there are very few differences between the development and psychological well-being of
children raised by gay and lesbian parents and those raised by heterosexual parents.
Like heterosexual couples, gay and lesbian parents vary greatly. They may be single, or they may have same-gender partners. Many lesbian mothers and
gay fathers are noncustodial parents because they lost custody of their children to heterosexual spouses after a divorce. Parenthood among lesbians and
gay men is controversial. Opponents claim that being raised by gay or lesbian parents harms the child’s development. But researchers have found few
differences between children growing up with lesbian mothers or gay fathers on the one hand, and children growing up with heterosexual parents on the
other. For example, children raised by gay or lesbian parents are just as popular with their peers, and no differences are found in the adjustment and
mental health of children living in these families when they are compared with children raised by heterosexual parents. Contrary to the once-popular
expectation that being raised by a gay or lesbian parent would result in the child’s growing up to be gay or lesbian, in reality the overwhelming majority
of children from gay or lesbian families have a heterosexual orientation.
Page: 185
APA LO: 1.2
Category # of Questions
Accessibility: Keyboard Navigation 135
APA LO: 1.1 48
APA LO: 1.2 56
APA LO: 1.3 57
Bloom's Taxonomy: Apply 57
Bloom's Taxonomy: Remember 48
Bloom's Taxonomy: Understand 56
Difficulty Level: Easy 48
Difficulty Level: Hard 57
Difficulty Level: Medium 56
Learning Objective: 6.1: Discuss emotional and personality development in early childhood. 73
Learning Objective: 6.2: Explain how families can influence young childrens development. 68
Learning Objective: 6.3: Describe the roles of peers, play, and media/screen time in young childrens development. 20
Topic: Baumrinds Parenting Styles 21
Topic: Birth Order 5
Topic: Cultural, Ethnic, Socioeconomic Variations 12
6-31
Topic: Divorce 7
Topic: Emotional Expression 15
Topic: Gender Development 22
Topic: Initiative versus Guilt 5
Topic: Media/Screen Time 4
Topic: Moral Reasoning 26
Topic: Parenting 21
Topic: Peer Relations 1
Topic: Plays Function 2
Topic: Punishment 3
Topic: Self-Understanding 6
Topic: Sibling Relationships 4
Topic: Types of Play 7
6-32
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ORIENTALISCHES ZIMMER.
Das orientalische Zimmer, rechts neben der Eingangstür zur
Bibliothek gelegen, soll die Ausstattung eines Wohnraumes im
Oriente zur Anschauung bringen. In die Wände sind Holzschränke
mit geschnitzten Füllungen eingesetzt und zwei mit Holzgittern
verschlossene Fenster eingebrochen. Unter dem Fenster eine
maurische Wandétagère. Die Bänke in den Fensternischen sind mit
Daghestan-Teppichen und tambourierten Seidenpolstern belegt, der
Fußboden mit einem Smyrna-Teppiche, in dessen Mitte ein Taburett
mit Kaffeeservice. Von der Stalaktitendecke hängt eine messingene
Moschee-Ampel aus Damaskus herab.
Unter den oberen Arkaden, oberhalb der Stiege, befindet sich
das Denkmal für den Gründer und ersten Direktor des Museums, R.
v. Eitelberger († 1885), entworfen von H. Klotz, in Erzguß ausgeführt
von der Metallwarenfabrik Artur Krupp in Berndorf; im Stiegenhause
die Marmorbüste des Erbauers des Museums, H. Freiherrn von
Ferstel ( † 1883), von V. Tilgner, die Marmorbüste des Industriellen
Ed. v. Haas ( † 1880) und ein Medaillonbild des Professors der
Kunstgewerbeschule, Ferd. Laufberger ( † 1881), entworfen von A.
Kühne und J. Storck.
BIBLIOTHEK.
Die Bibliothek des Österreichischen Museums enthält als
Fachbibliothek solche Werke, welche sowohl durch Abbildungen als
durch historische, künstlerische oder wissenschaftliche
Erläuterungen die Zwecke des Museums zu fördern geeignet sind.
Sie besteht aus zwei Abteilungen, aus der eigentlichen
Büchersammlung und aus der Sammlung von Kunstblättern.
Die letztere umfaßt eine reichhaltige Sammlung von
Ornamentstichen aus der Zeit vom XV. bis XVIII. Jahrhundert[26] und
eine Vorbildersammlung, bestehend aus Einzelabbildungen von
vorzugsweise kunstgewerblichen Arbeiten aller Art in
Originalzeichnungen, Kupferstichen, Holzschnitten, Lithographien
und photomechanischen Druckverfahren.
Eine spezielle Erwähnung verdient die stattliche Anzahl von
Fachzeitschriften, welche in einem eigenen Zeitschriftenlesesaale
(dem ehemaligen Vorlesesaale) dem Publikum auf die bequemste
Art zugänglich sind, ferner die bedeutende Sammlung von
kunsttheoretischen und kunsttechnischen Schriften, von Schreib-
und Zeichenbüchern aus dem XVI. bis XVIII. Jahrhundert, von
Kostümwerken und die kostbare Kollektion von Original-Stick- und
Spitzenmusterbüchern aus dem XVI. und XVII. Jahrhundert. Weiters
enthält die Büchersammlung eine große Zahl von Abbildungswerken
aus den Gebieten der Architektur, Skulptur und Malerei und eine
lange Reihe der besten Vorlagenwerke für sämtliche Zweige des
Kunstgewerbes.
Den Grundstock der Kunstblättersammlung bildet die im August
1863 erworbene Kollektion von Ornamentstichen aus dem Besitze
des Kunsthändlers W. Drugulin in Leipzig, bestehend aus 5000
Blättern nebst 87 Kunstbüchern aus dem XVI. bis XVIII. Jahrhundert.
Ornament von Aldegrever
Ornament von H. S. Beham
Ornament von B. Beham

(aus der Ornamentstichsammlung)
Ornamente von Virgil Solis
Diese Sammlung wurde seither durch Einzelankäufe auf mehr als
das Dreifache vermehrt und ist gegenwärtig in zwölf Gruppen
angeordnet, deren erste das Ornament im allgemeinen umfaßt und
dessen Stilwandlungen vom Ende des XV. Jahrhunderts bis zur Zeit
Ludwigs XVI. vor Augen führt; daran schließen sich in Gruppe II
Stick- und Spitzenmuster und Kostümdarstellungen und weiters in
den Gruppen III bis XII verschiedene mustergültige Vorbilder für die
einzelnen Zweige des Kunstgewerbes, als: Mobilien, Schmiede- und
Schlosserarbeiten, Waffen, Uhren, Goldschmiedearbeiten, Gefäße
und Geräte, Heraldik u. s. f.
Goldschmiedornamente von Johannes Hanias
Niellierte Goldschmiedverzierung von Jean Vovert
Goldschmiedornamente von Abraham de Bruyn
Besonders reich ist die Sammlung an Blättern der sogenannten

Kleinmeister in der Gruppe der allgemeinen Ornamente, dann an
Entwürfen für in Email oder Niello auszuführende
Goldschmiedeverzierungen, an Vorbildern für getriebene Gefäße, an
Entwürfen für Juweliere und an heraldischen Musterblättern, zu
welchen auch eine im Jahre 1878 angelegte Kollektion von
verzierten Buchhändler- und Buchdrucker-Signeten zu rechnen ist.
Hierzu kommt noch eine schöne Sammlung von etwa 14.000
Blättern Initialen aus deutschen, französischen, italienischen und
niederländischen Druckwerken des XV. bis XVIII. Jahrhunderts. Der
größte Teil dieser Sammlung. 12.631 Blätter, wurde im September
1867 aus dem Besitze des Glasmalers H. von Holtorp in London
erworben.
Der übrige Teil der Kunstblättersammlung besteht aus
Originalzeichnungen und Abbildungen von Kunst- und
kunstgewerblichen Objekten in Photographie, Lithographie etc. und
ist nach Gegenständen geordnet. Die größte und wertvollste
Bereicherung erhielt dieser Teil der Museumsbibliothek im Jahre
1866 durch die Überweisung der Fachbibliothek der aufgelassenen
k. k. Porzellanmanufaktur. In der hierdurch in den Besitz des
Museums gelangten, 5757 Blätter zählenden Mustersammlung der
Fabrik waren auch 1438 Blätter Originalzeichnungen, Entwürfe zu
Tassen, Tellern und verschiedenen andern Gefäßen sowie für deren
Verzierung enthalten.
Einen sehr wertvollen Bestandteil der Kunstblättersammlung
bildet eine Kollektion von Originalaufnahmen, Federzeichnungen
und Aquarellen, welche die Direktion des Museums im Laufe der
Jahre nach Kunstwerken, welche dem Institut zur leihweisen
Ausstellung überlassen wurden, mit Zustimmung der Besitzer
anfertigen ließ.
Der gesamte Bestand der Bibliothek betrug am Jahresschlusse
1913:
Büchersammlung zirka 41.000 Bände
Kunstblättersammlung, und zwar:
Ornamentstiche 15.873 Blätter
Initialen 14.000 „
Originalzeichnungen, Photographien etc. 45.670 „
Zusammen 75.543 Blätter
BENÜTZUNG DER BIBLIOTHEK.

Die Benützung der Bibliothek ist jedermann gestattet und der
Eintritt in dieselbe an allen Besuchstagen frei. Die Bibliothek ist vom
21. März bis 20. Oktober an Wochentagen, mit Ausnahme des
Montags, von 9 bis 2 Uhr, an Sonn- und Feiertagen von 9 bis 1 Uhr
geöffnet. Vom 21. Oktober bis 20. März sind die Besuchsstunden an
Wochentagen, mit Ausnahme des Montags, von 9 bis 1 Uhr und von
6 bis 8½ Uhr, an Sonn- und Feiertagen von 9 bis 1 Uhr.
Das Ausleihen der Bücher erfolgt nur gegen Empfangsschein.
Dieser hat den Titel und die Signatur des entlehnten Werkes, Namen
und Wohnung des Entlehners und das Datum zu enthalten. Für
jedes Werk ist eine besondere Empfangsbestätigung auszustellen.
Als ausgeliehen ist jedes Werk zu betrachten, das mit Zustimmung
des Bibliotheksvorstandes aus dem Bibliothekslokal entfernt wird.
Das Weiterleihen in dritte Hand ist nicht gestattet. Der Entlehner
haftet für jede Beschädigung. Auf Verlangen des
Bibliotheksvorstandes ist jedes entlehnte Werk sofort
zurückzustellen.
Bücher und Blätter der Ornamentstichsammlung,
Originalzeichnungen und wertvolle, im Buchhandel vergriffene
Werke der Bibliothek dürfen nur im Bibliothekssaale benützt werden.
Im großen Bibliothekssaale liegen gedruckte Kataloge der
Bücher- und der Ornamentstichsammlung, im Zeitschriftenlesesaale
gedruckte Verzeichnisse der in den Journalständen enthaltenen
Zeitschriften auf. Die neuesten Erwerbungen werden durch Anschlag
beim Eingange in den Bibliothekssaal und überdies durch gedruckte
Nachtragsverzeichnisse regelmäßig bekannt gemacht.
[26] Schestag, Fr., Illustrierter Katalog der

Ornamentstichsammlung des k. k. Österr. Museums. 1871. Mit
Initialen und 20 Illustrationen.
Ritter, Fr., Illustrierter Katalog der Ornamentstichsammlung des
k. k. Österr. Museums. Erwerbungen seit dem Jahre 1871. Mit
130 Illustrationen. 1889.
C. ZWEITES STOCKWERK.
OSTASIATISCHE SAMMLUNG.
Kollektion ostasiatischer kunstgewerblicher Arbeiten. Die

Hauptstücke sind in den Spezialsammlungen des Museums
aufgestellt.
RAUM XXII.
In diesem Raume ist eine Anzahl von japanischen Wandbildern
(Kakemonos) teils religiösen, teils weltlichen Inhaltes aufgehängt.
RAUM XXIII.
An den Wänden die Türen eines altjapanischen Tempels, die aus
Holz geschnitzt und vergoldet sind, ferner bemalte
Holzschnitzereien, die als Füllungen in diesem Tempel gedient
haben. Auf Postamenten chinesische und japanische Vasen, neben
ihnen an der Wand Teller und Schüsseln. In Vitrinen Keramik
chinesischer und japanischer Herkunft.
RAUM XXIV.
In den beiden großen Vitrinen Lackarbeiten in Schwarzlack und
Goldlack. An den Wänden in Vitrinen Figuren japanischer
Gottheiten, teils aus Holz geschnitzt und vergoldet, teils aus Lack,
und Objekte des täglichen Gebrauches aus verschiedenen
Materialien, wie kleine Hausaltärchen, Schalen, Schüsseln,
Kästchen etc.
Beim Fenster in einer Vitrine eine Kollektion von Netzhes
(Medizinbüchsen), Kämmen und Inros.
Bei den Fenstern je ein japanischer Reisekoffer.
RAUM XXV.
In diesem Raum ist an der Wand ein Behang in Webetechnik
ausgeführt und aus 11 Stücken zusammengesetzt chinesischer
Herkunft angebracht, davor eine buddhistische Gottheit und große
chinesische Fischbehälter mit Malerei aus Porzellan aufgestellt.
In der Vitrine beim Fenster chinesisches Porzellan.
RAUM XXVI.
In den Vitrinen an der Wand eine Kollektion teilweise alter
japanischer Waffen und chinesischer Porzellanfiguren. In der
Mittelvitrine Porzellane aus Satsuma.
Neben den Vitrinen japanische Lackkästchen.
XXVII. Porzellanzimmer. A. Keramische Sammlung. B.
Glassammlung. C. Vorlesesaal.
D. ZUBAU.
Der Verbindungsgang zum Zubau dient wechselnden

Ausstellungen.
RAUM XXVII.
ALT-WIENER PORZELLANZIMMER, so genannt wegen des
reichen Porzellandekors aus der frühen Zeit der Wiener
Porzellanfabrik.
Die Türen und Türfüllungen, die Fenster und Fensterleibungen,
der Kaminaufsatz und die Lambrien sind aus Eichenholz und belegt
mit zahlreichen Porzellanplättchen, die in ornamentalen vergoldeten
Rähmchen aus Vergoldermasse gefaßt sind und, strenge
symmetrisch gehalten, aus dem Ende der Regierungszeit Karls VI.
stammen. Die Möbel haben vergoldete Holzgestelle, sind mit reicher
Schnitzerei verziert und mit Porzellanplättchen mit bunten
chinesischen Blumen verziert. Sie zeigen schon den Rokokostil
ebenso wie die ornamentalen vergoldeten Holzschnitzereien an den
Wänden. Auch die Bilderrahmen sind in diesem Stile gehalten, und
später etwas verändert worden, vielleicht zur selben Zeit, in der die
reich geschnitzte Wanduhr ausgeführt wurde, wohl in den achtziger
Jahren des XVIII. Jahrhunderts.
Die Wände und Möbel sind mit altem goldgelbem Brokat
überzogen.
Über das Porzellan in diesem Zimmer vgl. Seite 172.
KERAMIK.
Die keramische Sammlung ist im neuen Museumszubau im
ersten Stock aufgestellt und gibt ein anschauliches Bild der
Entwicklung dieses Industriezweiges von der Antike bis in die
Gegenwart.
Der Töpferton, ein Verwitterungsprodukt tonerdehaltiger
Gesteine, ist teils seiner natürlichen Beschaffenheit nach, teils
infolge künstlicher Beimengungen ein Material von außerordentlich
mannigfaltigen Qualitäten, dessen Verwendung in die Frühzeit
menschlicher Kultur zurückreicht. Verschiedenheiten des
keramischen Produktes ergeben sich aus der Beschaffenheit und
Zusammensetzung des Tones, der Stärke des Brandes, sowie aus
der Art des Überzuges, der Glasur.
Die wichtigsten Etappen in der Entwicklung der europäischen
Keramik bilden die Erfindung der Töpferscheibe, die Anwendung der
Zinnglasur und damit die Herstellung der echten Fayence und die
Entdeckung des Kaolintones, wodurch die Herstellung keramischer
Erzeugnisse ermöglicht wurde, welche dem ostasiatischen Porzellan
in allen wesentlichen Eigenschaften gleich kommen.
Die Aufstellung beginnt links vom Haupteingange mit der
Sammlung antiker Vasen und Terrakotten.[27]
ANTIKE KERAMIK.
Die keramischen Erzeugnisse der alten Griechen wurden schon

zu Zeiten Homers, also um das Jahr 1000, auf der Drehscheibe
hergestellt. Sie sind uns zu Tausenden erhalten geblieben, da die
Gräber der Verstorbenen nach antiker Sitte mit typischen Objekten
aus dem Hausrate der Lebenden ausgestattet wurden. Ihre rote
Farbe verdanken diese Erzeugnisse einem künstlichen oder bereits
von Natur aus vorhandenen Zusatz von Eisenoxyd. Die meisten der
Gefäße zeigen entweder schwarze Malerei auf rotem Grunde oder
rot ausgesparte Darstellungen auf schwarzem Grunde. Die Malerei
erfolgte auf dem noch ungebrannten Gefäße mittels einer schwarzen
Farbe, die vermutlich aus Eisenoxyd und Mangan bestand.
Gelegentlich wurde die Einförmigkeit dieser Malweise durch
stellenweise aufgesetztes Weiß, Rot, Blau, Gold und so weiter
unterbrochen. Das fertig gemalte Gefäß wurde sodann einem
Brande ausgesetzt, der ihm entsprechende Härte und Glanz verlieh.
Die Sammlung antiker Vasen und Terrakotten im
Österreichischen Museum umfaßt zwar bloß gegen tausend
Nummern, übertrifft aber nicht nur in bezug auf Formenreichtum,
Repräsentation verschiedener Entwicklungsperioden und
Fabrikationsgebiete zahlreiche weit größere und ältere Kollektionen,
sondern enthält auch einzelne Objekte, die vermöge ihrer Schönheit
und Seltenheit in der Gesamtgeschichte der antiken Keramik einen
hervorragenden Platz einnehmen.
Die Objekte sind nach historisch-geographischen
Gesichtspunkten systematisch geordnet und aufgestellt. Nur in der
Aufstellung der Sammlung Blum-Blankenegg mußte, den
Schenkungsbedingungen zufolge, von der systematischen
Aufstellung abgegangen werden, so daß sie ein von dem übrigen
Bestande getrenntes Ganze bildet.
Im ersten Wandschrank rechts repräsentieren die Reihen 1 und 2
die ersten Entwicklungsstadien griechischer Keramik, aus freier
Hand ohne Benützung der Drehscheibe geformte Gefäße der
vorphönizischen Nekropolen von Cypern. Diese Arbeiten zeichnen
sich nicht allein durch primitive Einfachheit der Technik aus, sondern
zeigen auch, wie die Bildsamkeit des Tones die schöpferische
Phantasie bereits in den Anfangsstadien der Entwicklung einer
keramischen Industrie zu überraschendem Formenreichtum
verlockte. Die späteren Arbeiten dieser Gattung sind bereits unter
Anwendung der Drehscheibe entstanden. Arbeiten der zweiten
Periode der griechischen Keramik, des mykenischen Stiles, sind in
der Sammlung nicht vertreten. Der folgende Stil, der nach dem Tore
von Athen, in dessen Nähe die bedeutendsten Funde gemacht
wurden, Dipylonstil heißt, ist dagegen in mehreren Beispielen
repräsentiert. Die Arbeiten dieser Gattung setzen die geometrische
Verzierungsweise der ersten Periode fort, ohne die
Errungenschaften mykenischer Kunst, namentlich nach technischer
Richtung zu ignorieren. Die Formen sind weniger willkürlich, in der
Dekoration herrschen geradlinige Kombinationen vor: Mäander,
Hakenkreuz, Zickzack, Schachbrett- und Rautenmuster, durch
Tangenten verbundene Kreise etc. Daneben tritt die Sternrosette als
Füllungsornament auf. An die Stelle der maritimen Tiermotive des
mykenischen Stiles treten rohe, dem Geiste der Linienornamentik
sich nähernde Tier- und Menschenfiguren. Unter diesen Typen ist
namentlich der große Krug Nr. 30 charakteristisch, in dessen Dekor
sich liebevolle Sorgfalt mit schematischer Trockenheit gepaart
zeigen. Als gut erhaltene altapulische Arbeiten verdienen hier auch
die zwei buntbemalten Lampenständer, „Thymiaterien“, Nr. 40 und
41 hervorgehoben zu werden.
Im nächsten Schranke sehen wir Vasen des VII. Jahrhunderts,
bei denen der linearen Ornamentik im Dipylonstil das Auftreten
phantastischer und exotischer Tiergestalten im korinthischen Stile
folgt. Derselbe steht unter dem Einflusse der Euphratländer und
Ägyptens. Die Vasenmalerei ergeht sich in der Darstellung von
Greifen, Sphinxen, Sirenen, fischleibigen Dämonen, Löwen,
Panthern etc., oft in Streifen eintönig nebeneinander gereiht,
während das vegetabilische Ornament Lotosknospen und -blüten
sowie die ebenfalls aus Ägypten stammende Palmette verwendet.
Daneben tritt der Mensch auf. Typisch sind Kampfszenen,
Frauenreigen, später auch tanzende Männer in absichtlich grotesker
Zeichnung. Der Tongrund ist bei den älteren Stücken hellgelblich bis
ins Grünliche, bei den späteren rötlich. Hierher gehören die kleinen
kugelförmigen Ölgefäße der obersten Reihe, die schlauchförmigen
Tropfgefäße der dritten Reihe, verschiedene Formen der
Deckelbüchse, Reihe 4, Nr. 114 bis 120, die Trinknäpfe, Reihe 2, Nr.
89 bis 91, und die für die korinthische Kunstweise dieser Periode
überaus charakteristischen Krüge, mit umlaufenden Tierfriesen,
unterste Reihe, Nr. 125 und 128.
Im folgenden Schranke sind hauptsächlich schwarztonige
Gefäße etruskischer Herkunft (Bucchero, Vasen) ausgestellt, Näpfe,
Becher, Kannen und Amphoren, die durch Dämpfung eine schwarze
Färbung erhielten, in der folgenden Reihe Amphoren mit in Relief
verzierten Bandhenkeln, rechts Nr. 206 das interessanteste Stück,
ein mit sieben Sphinxen in Relief verzierter Krug der voll
entwickelten Bucchero-Technik. In der Mitte der dritten Reihe eine
kyrenäische Schale (Nr. 140), das einzige Stück dieser Art in der
Sammlung. Unter dem Schranke, freistehend, etruskische
Aschenurnen mit liegenden Figuren auf den Deckeln.
Die nun in chronologischer Folge anschließenden
schwarzfigurigen Gattungen sind in verschiedenen Schränken
untergebracht. Zum Eingang zurückkehrend finden wir im linken
Schranke in der Mitte der oberen Etage einen jonischen Deinos auf
hohem Untersatz Nr. 215, zu beiden Seiten die nach ihrem Fundorte,
dem etruskischen Caere benannten Caeretaner Vasen. Ihr
Fabrikationsort dürfte in einer der jonischen Kolonien Ägyptens zu
suchen sein, wo diese in Sammlungen nur selten vertretene Klasse
im VI. Jahrhundert den Abschluß der jonisch-kleinasiatischen
Vasenmalerei bildet. Die zwei Hydrien unserer Sammlung zählen zu
den bedeutendsten existierenden Stücken dieser Gattung; ein
besonders bemerkenswertes Objekt ist überdies der
danebenstehende vorzüglich erhaltene Dreifuß altattischen Stiles
aus Theben. In der darunter befindlichen Reihe finden wir Vasen (Nr.
220 und 221), die gleichsam ein Resumé der verschiedenen
vorangegangenen Kunstweisen bilden.
Zum vierten Wandschrank zurückkehrend, finden wir kleinere
attische schwarzfigurige Lekythen (Salbgefäße mit langem, engem
Hals und trichterförmiger Mündung (Nr. 241-271), worunter
namentlich Nr. 264 hervorzuheben ist) mit der ältesten Kopie der
berühmten Statuengruppe des Antenor, die Tyrannenmörder
Harmodios und Aristogeiton. Die größeren und bedeutenderen
attischen Vasen dieser Periode sind in den beiden
gegenüberliegenden freistehenden Schränken ausgestellt.
Die altattische Freude an reichem figuralen Schmuck, der alle
Teile des Gefäßes bedeckt, erfährt bereits merkliche
Einschränkungen, denn in der Keramik Athens machen sich im
Laufe des VI. Jahrhunderts zwei Richtungen geltend: eine, die auf
ausgiebige Verwendung der schwarzen Firnisdecke hinzielt und die
auf die spätere Keramik Korinths zurückzuführen ist, und eine
andere, die zugunsten eines ausgiebigen figuralen und

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Essentials of Life Span Development

5th Edition Santrock Test Bank

5. Preschool children mainly describe themselves in all of these terms EXCEPT:

12. Emotional regulation is a foundational part of developing:

45. The social role theory suggests that:

87. The most common form of child maltreatment is:

89. Emotional abuse is unique because:

90. Unintentional beating or shaking a child constitutes:

114. The overwhelming majority of children from gay or lesbian families:

121. Lower-SES parents:

122. Higher-SES parents:

149. Why are young children’s self-descriptions typically unrealistically positive?

Ornament von Aldegrever

Ornament von H. S. Beham

Ornament von B. Beham

Besonders reich ist die Sammlung an Blättern der sogenannten

BENÜTZUNG DER BIBLIOTHEK.

[26] Schestag, Fr., Illustrierter Katalog der

Kollektion ostasiatischer kunstgewerblicher Arbeiten. Die

Der Verbindungsgang zum Zubau dient wechselnden

Die keramischen Erzeugnisse der alten Griechen wurden schon

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