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Ebook Dynamic Child 1St Edition Manis Test Bank Full Chapter PDF
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TOTAL Chapter 7 Early Childhood
ASSESSMENT
GUIDE
Learning Objectives Remember Understand the Apply What You Know
the Facts Concepts
LO 7.1: Identify factors that 1-2,4,104-106 137 3,5,107,136,169
influence individual
differences in growth rates.
LO 7.2: Identify which aspects 6-9,108-109 10,138,170,181
of brain growth are prominent
in early childhood.
LO 7.3: Describe how 11,13,15-16, 171,182 12,14
improvements in brain 139-140,183
functioning are thought to
contribute to the development
of executive
functions in early childhood.
LO 7.4: Explain which factors 17-19,141,185 20-21,110,172,184
influence development of
executive functions.
LO 7.5: Explain how gross 23 25,111,143 22,24,26,112,142,173,186
motor skills improve during
early childhood.
LO 7.6: Describe how the fine 27,32-35,38, 31,36,187-188 28-30,37,116-117,
motor skills of drawing and 113-115,118, 119-120,147
writing develop. 144-146,148
LO 7.7: Explain the 39,42-44 40-41,45-46,121, 150,174,189
development of handedness in 149
the first 5 years.
LO 7.8: Describe the factors 47-48,51-53,122 50 49,151
associated with sleep
disturbances.
(Continued on next page)
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Learning Objectives Remember Understand the Concepts Apply What You
the Facts Know
LO 7.9: Explain what factors 54,57-59,123,153 55-56,190-191 152,175
influence children’s
developing food preferences.
LO 7.10: Describe the most 62-63,65,124 60 61,64
common illnesses or diseases
affecting children, and note
preventative measures.
LO 7.11: Discuss how risks 66-67, 69-70,72,125, 68,71,126 176,192
from the most common 127,154
sources of injuries among
young children can be
minimized.
LO 7.12: Describe two 73,76 74-75,77,128,155
environmental hazards that
pose a risk to young children.
LO 7.13: Discuss the risk 78,81-87,131,133, 79-80,88,129-130,132,193 177
factors for child maltreatment. 156-162
LO 7.14: Explain how the 89,179,194 90-95,134,163-167,195-196 178
consequences of maltreatment
can be viewed as following a
developmental cascade within
and across domains of
development.
LO 7.15: Describe two 98-99,101-102 97,100,103,135,168,180,197 96
strategies that may help
prevent maltreatment.
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Manis, The Dynamic Child, Test Bank
Chapter Seven: Physical Development and Health in Early Childhood
Multiple-Choice Questions
TB_Q7.1.1
Children’s physical proportions change between 2 ½ and 5 years in all of the following
ways except
a. they lose baby fat.
b. their legs, arms, and spines straighten.
c. they are taller but look pudgier.
d. they are taller and slimmer looking.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.2
Answer: b. 5 pounds.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.3
Sherry’s preschool teacher praised her drawings. In early childhood, the drawing and
printing skills of girls are better than those of boys, partly because
a. girls are reinforced more for showing neat handwriting.
b. girls are more attentive to detail.
c. the bones of the hands and wrists of girls are more mature than those of boys at this
age.
d. the brain structure of girls is different.
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Answer: c. the bones of the hands and wrists of girls are more mature than those
of boys at this age.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.1.4
Answer: d. differ slightly, with boys being heavier and taller on the average.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.1.5
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.2.6
Synaptic density reaches a peak _______________in language areas of the brain as well
as the prefrontal cortex and then declines by adulthood due to pruning of unused synapses.
a. in infancy
b. in early childhood
c. in middle childhood
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d. in adolescence
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.7
Gray matter shows a rapid increase in the first ______________and grows more slowly
after that.
a. two years
b. five years
c. ten years
d. 20 years
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.2.8
Answer: b. is rapid in infancy, and then gradually slows during early and middle
childhood.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.9
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Marie takes her three children, age 4, 9, 12 and 14 to the museum. If they are typical of
children of their age, energy usage (in terms of consumption of glucose) by the brain is most
likely highest in which child?
a. The 4-year-old
b. The 9-year-old
c. The 12-year-old
d. The 14-year-old
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.2.10
Based on PET scanning studies, why are 4-year olds are likely to become quickly
engaged when exploring a children’s museum, but become mentally fatigued after a short time
and want a snack?
a. They are still growing and need frequent snacks to avoid falling asleep from fatigue.
b. They are easily bored and a snack is more interesting than museum exhibits
c. Their brains are using energy at a very high rate and they need to re-energize by resting
and having a snack.
d. The museums are not designed to sustain young children’s interest
Answer: c. Their brains are using energy at a very high rate and they need to re-
energize by resting and having a snack.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty level: 2
Skill Level: Understand the Concepts
TB_Q7.3.11
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Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.12
Kara’s mother promises her that if she behaves well at the grocery store, Kara can have
her favorite ice cream for dessert. At the store, Kara consciously controls her behavior so she can
reach the goal of ice cream for dessert. Kara’s strategy demonstrates:
a. synaptogenesis.
b. fundamental movement skills.
c. executive functions.
d. the developmental cascade.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.3.13
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.14
Jayla is playing Simon Says, a game that requires keeping multiple rules in mind and
inhibiting impulses. This game requires use of:
a. executive functions.
b. the preschooler’s knowledge of how to mind adults.
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c. advanced social skills.
d. advanced language skills.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.3.15
Each of the following is an executive function that has been found to develop actively in
early childhood except
a. inhibition of responses or thoughts.
b. plasticity.
c. shifting between mental states or rules.
d. working memory.
Answer: b. plasticity
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.16
Answer: c. was associated with higher brain activity in the prefrontal cortex in 4-
year-olds.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
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TB_Q7.4.17
A common factor underlying some of the atypical behavior of children with both
Tourette’s syndrome and ADHD is
a. abnormalities in the frontal lobe of the brain.
b. low socioeconomic status.
c. abnormalities in language regions of the brain.
d. cumulative risk in the home environment.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.4.18
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.4.19
Researchers in the Family Life study of rural Appalachian and North Carolina families
found that executive functioning was lowest when children
a. experienced food insecurity.
b. had low family income.
c. had high levels of cumulative risk.
d. were exposed to environmental stress.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
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Skill Level: Remember the Facts
TB_Q7.4.20
Researchers found that Korean children performed better than British children on
measures of inhibition and switching. The investigators attributed this to
a. poor parenting in British families.
b. a greater emphasis on quietness, restraint, and waiting for one’s turn in Korean culture.
c. increased working memory capabilities on the part of the Korean children.
d. delayed brain development in British children.
Answer: b. a greater emphasis on quietness, restraint, and waiting for one’s turn
in Korean culture.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.4.21
Executive functions tend to predict success in school from about the age of five years,
most likely because they include skills crucial to
a. understanding the language used in school
b. relating socially to other children in school
c. knowing one’s letters and numbers
d. paying attention and remembering instructions
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty level: 2
Skill Level: Understand the Concepts
TB_Q7.5.22
Becky, who just celebrated her third birthday, had trouble catching the ball when it was
small. The reason for this was most likely
a. lack of sports ability.
b. damage to the prefrontal cortex.
c. immature visual–motor coordination among young children.
d. limited executive functioning.
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Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.5.23
____________ skills, such as balancing on one foot and bending the other leg backward
(components of kicking), are the components that make up more complex motor skills.
a. Fundamental movement
b. Fine motor
c. Gross motor
d. Executive function
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.5.24
Alberto was learning to kick. There was a soccer ball on the playground, and Alberto
walked up to it and kicked it with a straight leg. The rest of his body didn’t seem to take part in
the kick. This is the ________ stage of learning to kick a ball.
a. first
b. second
c. third
d. fourth
Answer: first
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.5.25
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Answer: a. dynamic systems theory.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.5.26
Alonzo marched with confidence over to the soccer ball and gave it a perfect kick, which
sent the ball halfway across the playground. When a skill such as kicking a ball in the most
effective way emerges suddenly, this is because
a. the child suddenly understood how to do it.
b. the child received reinforcement for kicking the ball.
c. the correct gene was finally switched on.
d. the key elements become coordinated.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.6.27
At first, children hold a pencil or crayon in their fist to draw, in what is called a(n)
a. tripod grip.
b. gross motor movement.
c. power grip.
d. scrawl grip.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.28
Aidan, age 6, held a pencil with his thumb, index finger, and middle finger. He held the
pencil closer to the tip than to the end. This is called a(n)
a. power grip.
b. adult grip.
c. printing position.
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d. tripod grip.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.29
Coordination of small groups of muscles, such as those required for drawing or writing,
fall under
a. fine motor skills.
b. general motor skills.
c. a category of skills that only a few children achieve in early childhood.
d. gross motor skills.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.6.30
By what age can many children print upper-case letters of the entire alphabet?
a. 1 to 2
b. 2 to 3
c. 3 to 4
d. 5 to 6
Answer: d. 5 to 6
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.31
A 20-year-long study of children’s drawings from many countries classified them into
________ stages.
a. culture-dependent
b. artistic achievement
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c. six universal
d. no discernible
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.6.32
The first stage in the progression of a child’s drawings could be called the ________
stage.
a. scribble
b. shape
c. design
d. pictorial
Answer: a. scribble
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.33
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.34
When children put their drawings from the “scribble stage” in deliberate locations on the
page, this is called the
a. design stage.
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b. placement stage.
c. final stage.
d. pictorial stage.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.35
Answer: c. universal
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.36
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.6.37
When Luis brought some work home from kindergarten, his mom Cheryl noticed that
suddenly it had his first name on top. And it wasn’t printed by the teacher, but by Luis himself!
Children can generally print their first name by age
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a. 2-3 years.
b. 4-5 years.
c. 6-7 years.
d. 8-9 years.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.38
Researchers have found that children more quickly learn to use a pencil if they had prior
experience painting, stringing beads and using scissors. A likely explanation is
a. these activities helped the brain gain control over movements of small muscles in the
fingers, hands and wrists.
b. these activities motivated children to learn to write.
c. these activities stimulated brain growth in general.
d. these activities developed children’s artistic sense.
Answer: a. practicing these skills helped the brain gain control over movements of
small muscles in the fingers, hands and wrists.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty level: 3
Skill Level: Remember the Facts
TB_Q7.7.39
In the United States, approximately ________ of people are left-handed and ________
are right-handed.
a. 1%/99%
b. 5%/95%
c. 12%/88%
d. 25%/75%
Answer: c. 12%/88%
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 1
Skill Level: Remember the Facts
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TB_Q7.7.40
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.7.41
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.7.42
Evidently there is ________ for handedness for the first two years.
a. a genetically predetermined plan
b. no parental reinforcement
c. brain plasticity
d. no environmental input
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
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Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.43
Answer: a. important
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.44
Answer: d. 5.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.45
When the dominant hand is injured, how does brain plasticity impact handedness?
a. Once a hand is dominant, it is too late in development for brain plasticity to play a role.
b. Plasticity has nothing to do with handedness.
c. Plasticity helps the child retrain to use the other hand as the dominant hand.
d. Brain plasticity can help the child retrain up to the age of 2 years.
Answer: c. Plasticity helps the child retrain to use the other hand as the dominant
hand.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
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Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.7.46
The tendency is to hold objects in the ________ hand while performing more intricate operations
on the objects with the ________ hand.
a. dominant/nondominant
b. dominant/dominant
c. nondominant/dominant
d. nondominant/nondominant
Answer: c. nondominant/dominant
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.8.47
In ________, the child awakens from a deep sleep and appears panicked.
a. sleep terrors
b. bed-wetting
c. nightmares
d. most sleep problems
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.48
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
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Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.8.49
Collin yawned and rubbed his eyes, but he had no intention of stopping scribbling in a
Star Wars coloring book and “having a rest,” as his mother said. Most three-year-olds, like
Colin,
a. no longer take naps.
b. take regular naps.
c. take shorter naps than toddlers.
d. take even more naps than toddlers.
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.8.50
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.8.51
The most common type of sleep problem among young children is:
a. stalling before bedtime.
b. actively resisting going to bed.
c. having trouble falling asleep.
d. nightmares.
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
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Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.52
Answer: d. nightmares
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.53
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.9.54
Answer: b. 9%
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
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Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.9.55
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.9.56
Researchers have found that modeling a preference for ________ provides a source of
social learning for young children.
a. cleaning the plate regardless of what is on it
b. asking for seconds
c. eating a new and different food every day
d. fruits and vegetables
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.9.57
________ is a condition where a child or family does not have a regular supply of
nutritious food.
a. Obesity
b. Food insecurity
c. Cumulative risk
d. Malnutrition
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Answer: b. Food insecurity
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.9.58
Researchers found that offering either sweet, salty, or plain versions of tofu to three
random groups of children repeatedly resulted in which of the following findings?
a. The group offered the sweet version ate more than the other groups.
b. Children came to prefer the version they were exposed to over the other versions.
c. Children showed no preference after 10 to 15 exposures to a particular flavor.
d. Some children just didn’t like tofu.
Answer: b. Children came to prefer the version they were exposed to over the
other versions.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.9.59
Why are children suffering from food insecurity often at risk for obesity?
a. Lack of regular food leads them to overeat as adults.
b. Parents tend to sacrifice their own diet and overfeed the children.
c. Genetic factors in the parents.
d. Parents buy fewer vegetables and more unhealthy treats when money is available
Answer: d. Parents buy fewer vegetables and more unhealthy treats when money
is available.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.60
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Meeting the healthcare requirements for young children is potentially dependent on
socioeconomic status because
a. immunizations are required.
b. self-care of the teeth is important for young children.
c. regular checkups require access to affordable medical care.
d. only higher-income parents know what their children need.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.10.61
Although most children have medical care in the United States, fewer than 80% receive
the full recommended
a. medical check-ups.
b. treatment for colds.
c. treatment for otitis media.
d. set of vaccinations against serious disease.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.10.62
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
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Skill Level: Remember the Facts
TB_Q7.10.63
Answer: b. Very few children die of infectious disease in the United States.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.64
In sub-Saharan Africa, ________ is/are the most frequent killer(s) of young children.
a. pneumonia and diarrhea
b. otitis media
c. starvation
d. malaria
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.10.65
Through the active intervention of WHO, UNICEF, and other organizations, the number
of children worldwide who died before their fifth birthday ________ from 2005 to 2013.
a. rose only slightly
b. remained the same
c. fell by one-tenth
d. fell by over one-third
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Copyright © 2018, 2014, 2011 Pearson Education, Inc.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.66
In the United States, the most common cause of injury or death for children under 5 is
a. malaria.
b. accidents.
c. pneumonia and diarrhea.
d. birth defects.
Answer: b. accidents
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.11.67
The most common cause of emergency room visits for children aged 1 to 14 in the United
States is
a. falls.
b. traffic accidents.
c. poisoning.
d. being struck by an object or person (intentionally, or accidentally as in sports).
Answer: a. falls.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.68
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d. cognitive factors such as inhibiting undesirable actions.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.69
Boys are more likely than girls to be injured or killed in early childhood because of all of
the following factors except
a. boys have poorer memories for safety rules than girls.
b. boys are more active and impulsive.
c. cultural attitudes that permit more boys than girls to take risks.
d. boys tend to be physically less mature and less coordinated.
Answer: a. boys have poorer memories for safety rules than girls.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.70
Compared to older children, younger children ________ to resist doing something that
their parents say is dangerous.
a. are less able
b. are just as able
c. are more able
d. will not be able
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.71
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Young children need reminders of safety rules even after the age of 3, because
a. they become more rebellious after this age and take more risks.
b. they may forget the rules or fail to think about them before acting.
c. they are incapable of following parental directions.
d. parents are constantly changing the rules and it is difficult for children to keep track.
Answer: b. they may forget the rules or fail to think about them before acting.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.72
Injury and fatality rates are highest among Native American and African American
children in part because
a. parents in these two cultural groups value interdependence within the family than other
ethnic/cultural groups.
b. children in these two groups mature at a slower rate and tend to be less physically
coordinated than children in other ethnic/cultural groups.
c. of poverty, resulting in exposure to unsafe housing or unsafe neighborhood
environments.
d. higher obesity rates among children in these two groups.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.73
Today ________ children live in a home with a regular smoker compared to 1994.
a. about the same number of
b. fewer
c. more
d. a steadily increasing number of
Answer: b. fewer
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Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.74
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.12.75
How can toxic industrial byproducts reach children through secondhand smoke?
a. They can’t.
b. Through air pollution absorbed by the smoke
c. Through absorption of toxins by tobacco plants from contaminated soil
d. Through the paper that cigarettes are wrapped in
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.12.76
Although lead has been banned from gasoline for three decades, lead from gasoline is
still found
a. in some gasoline.
b. in soil near streets with heavy traffic.
c. in the air.
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d. in paint that is sold today.
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.77
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.78
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.79
Child maltreatment
a. is a modern invention.
b. is only present in Western countries.
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Copyright © 2018, 2014, 2011 Pearson Education, Inc.
c. has been a reality throughout human history.
d. is all but absent in today’s societies.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.13.80
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.13.81
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.82
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c. physical abuse.
d. child neglect.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.83
Portia’s mother constantly berates her, telling her she is worthless, will amount to
nothing, and she wishes Portia were never born. This demonstrates:
a. psychological abuse.
b. sexual abuse.
c. child neglect.
d. physical abuse.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.84
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.85
The perpetrators of physical abuse and neglect of children are most often
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Copyright © 2018, 2014, 2011 Pearson Education, Inc.
a. day care workers.
b. other children.
c. strangers.
d. parents.
Answer: d. parents
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.86
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.87
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.88
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b. people with low self-esteem.
c. socially integrated into society.
d. those also responsible for child neglect.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.14.89
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.14.90
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.91
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Maltreated children may have abnormal levels of cortisol. Along with adrenalin, the
function of cortisol is to
a. help the body prepare to fight back.
b. help the individual feel more secure and safe.
c. raise alertness and enhance the processing of information.
d. raise alertness and prepare the brain and body to respond to potential threats.
Answer: d. raise alertness and prepare the brain and body to respond to potential
threats
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.92
Answer: a. Stress leads to abnormal levels of cortisol, which can damage the
brain.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.14.93
549
Copyright © 2018, 2014, 2011 Pearson Education, Inc.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.94
In an experiment, children with a history of physical abuse spotted angry faces more
quickly than neglected or non-maltreated children. This is thought to occur because
a. abused children are more alert than non-abused children.
b. abused children have advanced perception of emotions.
c. abused children have learned to detect anger from the caregiver as quickly as possible
as a coping strategy.
d. abused children have impaired emotional perception.
Answer: c. abused children have learned to detect anger from the caregiver as
quickly as possible as a coping strategy.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.95
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.96
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c. with younger children.
d. when school starts, because teachers can spot maltreated children.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.15.97
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.98
Cumulative risk appears to operate in families where child maltreatment occurs. All of
the following factors have been found to contribute to cumulative risk except
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.15.99
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b. insecure or disorganized attachment relationships.
c. no attachments.
d. secure attachments in the first few months, followed by insecure attachments in later
months.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.15.100
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.101
Home visitation studies with mothers who are at high risk for child maltreatment has
been show to result in
a. a reduction of official cases of child maltreatment compared to a control group.
b. higher income levels due to mothers being more likely to get a job.
c. healthier pregnancies.
d. improvements in the rate of secure attachment relative to a control group.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.15.102
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Cicchetti and colleagues (2011) found that attachment building and psychoeducational
interventions with maltreated children increased the security of attachment compared to a
community standard treatment control group. What effect did these interventions have on
cortisol levels in maltreated children?
a. They caused cortisol levels to be higher than normal.
b. They had no effect on cortisol levels.
c. They essentially normalized cortisol levels.
d. They could not prevent a decline in cortisol level.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.15.103
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
True/False Questions
TB_Q7.1.104
Answer: False
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.105
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Weight gain in early childhood averages 2 pounds per year.
Answer: False
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.106
Answer: True
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.1.107
Girls in early childhood have greater fine motor control because the bones of the hands
and wrist are more mature than those of boys at that age.
Answer: True
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.2.108
A 4-year-old’s cerebral cortex uses more energy (glucose) than the average adult.
Answer: True
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.109
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By age 4, the human brain has grown to 100 percent of its adult volume.
Answer: False
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.4.110
Answer: True
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.5.111
Answer: False
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.5.112
Young children have an easier time throwing a small ball compared to a bigger ball.
Answer: True
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.113
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Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.114
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.115
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.116
Brad drew two squares on the top of his paper, and he drew within those boundaries. This
demonstrates the placement stage of drawing development.
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.117
Ella put a mouth, eyes, and even eyelashes on her drawing of a pretty girl wearing a
pretty dress. She had trouble with the hands and feet, but you could tell what they were. Ella was
five years old and her drawings had reached the pictorial stage.
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Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.118
Basic shapes (circles, squares, lines) are combined in the placement stage of drawing.
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.119
Chan was good at catching balls. He caught them by trapping them against his chest. This
was typical of a 5-year old.
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.120
Louisa preferred Velcro, but she was proud that she could tie her lace-up shoes by
herself. At age 3, Louisa could lace shoes earlier than most kids.
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.7.121
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Answer: True
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.8.122
Answer: False
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.9.123
Answer: False
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.124
Answer: False
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.11.125
Accidents are the most common cause of the deaths of young children in the United
States.
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Answer: True
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.126
Falls account for more emergency room visits for 5- to 14-year-olds than for 1- to 4-year-
olds.
Answer: False
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.127
The rate of injuries and fatalities in young children is highest among Hispanic children.
Answer: False
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.128
Answer: False
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.129
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Another random document with
no related content on Scribd:
une serviette, l’effila, réunit les fils, les roula dans la poudre d’une
cartouche, passa cette mèche dans le trou du baril, et boucha ce
trou avec de la poudre mouillée qui fixa la mèche en même temps; il
avait à peine fini ces préparatifs, que des coups de hache retentirent
dans la porte.
—Suis-je bon prophète? dit Bruno en roulant le baril vers l’entrée
de la chambre, laquelle donnait sur un escalier descendant à la cour,
et en revenant prendre au feu un morceau de sapin allumé.
—Ah! fit le Maltais, je commence à comprendre...
—Père, dit Ali, ils reviennent du côté de la montagne avec une
échelle.
Bruno s’élança vers la fenêtre de laquelle il avait fait feu la
première fois, et vit qu’effectivement ses adversaires s’étaient
procuré l’instrument d’escalade qui leur manquait, et que, honteux
de leur première retraite, ils revenaient à la charge avec une certaine
contenance.
—Les fusils sont-ils chargés? dit Bruno.
—Oui, père, répondit Ali lui présentant sa carabine.
Bruno prit, sans regarder, l’arme que lui tendait l’enfant, l’appuya
lentement contre son épaule, et visa avec plus d’attention qu’il ne
l’avait encore fait; le coup partit, un des deux hommes qui portaient
l’échelle tomba.
Un second le remplaça; Bruno prit un second fusil, et le milicien
tomba près de son camarade.
Deux autres hommes succédèrent aux hommes tués, et furent
tués à leur tour; l’échelle semblait avoir la fatale propriété de l’arche,
à peine y avait-on porté la main, que l’on tombait mort. Les
escaladeurs, laissant leur échelle, se retirèrent une seconde fois,
envoyant une décharge aussi inutile que les autres.
Cependant ceux qui attaquaient la porte frappaient à coups
redoublés; de leur côté, les chiens hurlaient affreusement de
momens en momens, les coups devenaient plus sourds et les
aboiemens plus acharnés. Enfin un battant de la porte fut enfoncé,
deux ou trois hommes pénétrèrent par cette ouverture; mais à leurs
cris de détresse leurs camarades jugèrent qu’ils étaient aux prises
avec des ennemis plus terribles qu’ils ne les avaient jugés d’abord; il
n’y avait pas moyen de tirer sur les chiens sans tuer les hommes.
Une partie des assiégeans pénétra donc successivement par
l’ouverture, la cour s’emplit bientôt, et alors commença une espèce
de combat du cirque, entre les soldats de milice et les quatre
molosses qui défendaient avec acharnement l’escalier étroit qui
conduisait au premier étage de la forteresse. Tout-à-coup la porte
placée au haut de cet escalier, s’ouvrit, et le baril de poudre préparé
par Bruno, bondissant de marche en marche, vint éclater comme un
obus au milieu de cette tuerie.
L’explosion fut terrible, un mur s’écroula, tout ce qui était dans la
cour fut pulvérisé.
Il y eut un moment de stupeur parmi les assiégeans; cependant
les deux troupes s’étaient réunies et elles présentaient encore un
effectif de plus de trois cents combattans. Un sentiment profond de
honte prit cette multitude, de se voir ainsi tenue en échec par un seul
homme; les chefs en profitèrent pour l’encourager. A leur voix, les
assiégeans se formèrent en colonne; une brèche était pratiquée par
la chute du mur, ils marchèrent vers elle en bon ordre, et, se
déployant dans toute sa largeur, la franchirent sans obstacle,
pénétrèrent dans la cour et se trouvèrent en face de l’escalier. Là, il
y eut encore un moment d’hésitation. Enfin quelques-uns
commencèrent à le gravir aux encouragemens de leurs camarades;
les autres les suivirent, l’escalier fut envahi, et bientôt les premiers
eussent voulu reculer que la chose ne leur eût plus été possible; ils
furent donc forcés d’attaquer la porte; mais, contre leur attente, la
porte céda sans résister. Les assiégeans se répandirent alors avec
de grands cris de victoire dans la première chambre. En ce moment,
la porte de la seconde s’ouvrit et les miliciens aperçurent Bruno
assis sur un baril de poudre et tenant un pistolet de chaque main; en
même temps le Maltais, épouvanté, s’élança par la porte ouverte, en
s’écriant avec un accent de vérité qui ne laissait aucun doute:
—Arrière! tous, arrière! la forteresse est minée; si vous faites un
pas de plus, nous sautons!....
La porte se referma comme par enchantement; les cris de
victoire se changèrent en cris de terreur; on entendit toute cette
multitude se précipiter par l’escalier étroit qui conduisait à la cour;
quelques-uns sautèrent par les fenêtres; il semblait à tous ces
hommes qu’ils sentaient trembler la terre sous leurs pieds. Au bout
de cinq minutes, Bruno se retrouva maître de nouveau de la
forteresse; quant au Maltais, il avait profité de l’occasion pour se
retirer.
Pascal, n’entendant plus aucun bruit, se leva et alla vers une
fenêtre; le siége était converti en blocus; des postes étaient établis
en face de toutes les issues, et ceux qui les composaient s’étaient
mis à l’abri du feu de la place derrière des charrues et des tonneaux;
il était évident qu’un nouveau plan de campagne venait d’être
adopté.
—Il paraît qu’ils comptent nous prendre par famine, dit Bruno.
—Les chiens! répondit Ali.
—N’insulte pas les pauvres bêtes qui sont mortes en me
défendant, dit en souriant Bruno, et appelle les hommes des
hommes.
—Père! s’écria Ali.
—Eh bien?
—Vois-tu?
—Quoi?
—Cette lueur?...
—En effet, que signifie-t-elle?... Ce n’est point encore le jour qui
s’élève; d’ailleurs, elle vient du nord et non de l’orient.
—C’est le feu qui est au village, dit Ali.
—Sang du Christ! est-ce vrai?...
En ce moment, on commença à entendre de grands cris de
détresse... Bruno s’élança vers la porte et se trouva face à face avec
le Maltais.
—C’est vous, commandeur? s’écria Pascal.
—Oui, c’est moi... moi-même... Ne vous trompez pas et ne me
prenez pas pour un autre. Je suis un ami.
—Soyez le bien venu: que se passe-t-il?
—Il se passe que, désespérant de vous prendre, ils ont mis le feu
au village, et qu’ils ne l’éteindront que lorsque les paysans
consentiront à marcher contre vous: quant à eux, ils en ont assez.
—El les paysans?
—Refusent.
—Oui... oui... je le savais d’avance: ils laisseraient plutôt brûler
toutes leurs maisons que de toucher un cheveu de ma tête... C’est
bien, commandeur; retournez vers ceux qui vous envoient, et dites-
leur d’éteindre l’incendie.
—Comment cela?
—Je me rends.
—Tu te rends, père? s’écria Ali.
—Oui... mais j’ai donné ma parole de ne me rendre qu’à un seul
homme, et je ne me rendrai qu’à lui: qu’on éteigne donc l’incendie
comme j’ai dit, et qu’on aille me chercher cet homme à Messine.
—Et cet homme, quel est-il?
—C’est Paolo Tommasi, le brigadier de la gendarmerie.
—Avez-vous autre chose à demander?
—Une seule, répondit Bruno; et il parla bas au Maltais.
—J’espère que ce n’est pas ma vie que tu demandes? dit Ali.
—Ne t’ai-je pas prévenu que j’aurais peut-être besoin de toi
après ma mort?
—Pardon, père, je l’avais oublié.
—Allez, commandeur, et faites ce que je vous ai dit; si je vois le
feu s’éteindre, c’est que mes conditions seront acceptées.
—Vous ne m’en voulez pas de ce que je me suis chargé de la
commission?
—Ne vous ai-je pas dit que je vous gardais pour parlementaire?
—C’est juste.
—A propos, dit Pascal, combien de maisons brûlées?
—Il y en avait déjà deux quand je suis venu vers vous.
—Il y a trois cent quinze onces dans cette bourse; vous les
distribuerez entre les propriétaires. Au revoir.
—Adieu.
Le Maltais sortit.
Bruno jeta loin de lui ses pistolets, revint s’asseoir sur son baril
de poudre, et tomba dans une rêverie profonde; quant au jeune
Arabe, il alla s’étendre sur sa peau de tigre et resta immobile en
fermant les yeux comme s’il dormait. Peu à peu la lueur de l’incendie
s’éteignit: les conditions étaient acceptées.
Au bout d’une heure à peu près, la porte de la chambre s’ouvrit;
un homme parut sur le seuil, et, voyant que ni Bruno ni Ali ne
s’apercevaient de son arrivée, il se mit à tousser avec affectation:
c’était un moyen d’annoncer sa présence qu’il avait vu employer
avec succès au théâtre de Messine.
Bruno se retourna.
—Ah! c’est vous, brigadier? dit-il en souriant; c’est un plaisir de
vous envoyer chercher, vous ne vous faites pas attendre.
—Oui... ils m’ont rencontré à un quart de lieue d’ici sur la route,
comme je venais avec ma compagnie... et ils m’ont dit que vous me
demandiez.
—C’est vrai: j’ai voulu vous prouver que j’étais homme de
mémoire.
—Pardieu! je le savais bien.
—Et comme je vous ai promis de vous faire gagner les trois mille
ducats en question, j’ai voulu vous tenir parole.
—Sacredieu!... sacredieu!!... sacredieu!!!... dit le brigadier avec
une énergie croissante.
—Qu’est-ce que cela veut dire, camarade?
—Ça veut dire... ça veut dire... que j’aimerais mieux gagner ces
trois mille ducats d’une autre manière.... à autre chose.... à la loterie,
par exemple.
—Et pourquoi cela?
—Parce que vous êtes un brave, et que les braves sont rares.
—Bah! que vous importe?... c’est de l’avancement pour vous,
brigadier.
—Je le sais bien, répondit Paolo d’un air profondément
désespéré: ainsi, vous vous rendez?
—Je me rends.
—A moi?
—A vous.
—Parole?
—Parole. Vous pouvez donc éloigner toute cette canaille, à
laquelle je ne veux pas avoir affaire?
Paolo Tommasi alla à la fenêtre.
—Vous pouvez vous retirer tous, cria-t-il; je réponds du
prisonnier: allez annoncer sa prise à Messine.
Les miliciens poussèrent de grands cris de joie.
—Maintenant, dit Bruno au brigadier, si vous voulez vous mettre
à table, nous achèverons le souper qui a été interrompu par ces
imbéciles.
—Volontiers, répondit Paolo, car je viens de faire huit lieues en
trois heures, et je meurs de faim et de soif.
—Eh bien! dit Bruno, puisque vous êtes en si bonnes dispositions
et que nous n’avons plus qu’une nuit à passer ensemble, il faut la
passer joyeuse.—Ali, va chercher ces dames.—En attendant,
brigadier, continua Bruno en remplissant deux verres, à vos galons
de maréchal-des-logis!
Cinq jours après les événemens que nous venons de raconter, le
prince de Carini apprit, en présence de la belle Gemma, qui venait
d’achever sa pénitence au couvent de la Visitation, et qui, depuis
huit jours seulement, était rentrée dans le monde, que ses ordres
étaient enfin exécutés, et que Pascal Bruno avait été pris et conduit
dans les prisons de Messine.
—C’est bien, dit-il; que le prince de Goto paie les trois mille
ducats promis, qu’il lui fasse faire son procès et qu’on l’exécute.
—Oh! dit Gemma avec cette voix douce et caressante à laquelle
le prince ne savait rien refuser, j’aurais été bien curieuse de voir cet
homme que je ne connais pas, et dont on raconte des choses si
bizarres!
—Qu’à cela ne tienne, mon bel ange, répondit le prince; nous le
ferons pendre à Palerme!
XI.