Full Human Development 3Rd Edition Arnett Test Bank Online PDF All Chapter

Human Development 3rd Edition Arnett
Test Bank
Visit to download the full and correct content document:
https://testbankdeal.com/download/human-development-3rd-edition-arnett-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Human Development A Cultural Approach 1st Edition

Arnett Test Bank
https://testbankdeal.com/product/human-development-a-cultural-
approach-1st-edition-arnett-test-bank/
Human Development A Cultural Approach 2nd Edition

Arnett Test Bank
approach-2nd-edition-arnett-test-bank/
Human Development A Cultural Approach 2nd Edition

Arnett Solutions Manual
approach-2nd-edition-arnett-solutions-manual/
Child Development A Cultural Approach 2nd Edition

Arnett Test Bank
https://testbankdeal.com/product/child-development-a-cultural-
approach-2nd-edition-arnett-test-bank/
Child Development A Cultural Approach 1st Edition
Arnett Test Bank
approach-1st-edition-arnett-test-bank/
Child Development A Cultural Approach 2nd Edition

Arnett Solutions Manual
approach-2nd-edition-arnett-solutions-manual/
Human Development A Life Span View 3rd Edition Ateah

Test Bank
https://testbankdeal.com/product/human-development-a-life-span-
view-3rd-edition-ateah-test-bank/
Human Resource Development Talent Development 7th

Edition Werner Test Bank
https://testbankdeal.com/product/human-resource-development-
talent-development-7th-edition-werner-test-bank/
Experience Human Development 12th Edition Papalia Test

Bank
https://testbankdeal.com/product/experience-human-
development-12th-edition-papalia-test-bank/
Arnett/Jensen, Human Development, 3e Chapter 6, Early Childhood
Chapter 6 Early Childhood
Section 1 Physical Development ...................................................................................... 1

Multiple Choice Questions ......................................................................................... 2
Short Answer Questions ........................................................................................... 25
Essay Questions ........................................................................................................ 26
Section 2 Cognitive Development .................................................................................. 28
Multiple Choice Questions ....................................................................................... 29
Essay Question .......................................................................................................... 52
Section 3 Emotional and Social Development .............................................................. 53
Multiple Choice Questions ....................................................................................... 54
Essay Questions ........................................................................................................ 84
Section 4 Revel Multiple Choice Assessment Questions .............................................. 86
1
Copyright © 2019, 2016, 2012 Pearson Education, Inc. All rights reserved.
Arnett/Jensen, Human Development, 3e Chapter 6, Early Childhood
TOTAL
ASSESSMENT Chapter 6, Section 1
Early Childhood
GUIDE
Learning Remember the Understand Apply What Analyze It

Objective Facts the Concepts You Know
Learning Multiple Choice 1, 3, 11, 13 5, 7, 8, 9 2, 4, 6, 10, 12, 14 15
Objective 6.1
Short Answer 67
Essay
Learning Multiple Choice 16, 26 17, 19, 20, 22, 18, 21, 23, 29
Objective 6.2 24, 25, 27, 28
Short Answer 68
Essay 72
Learning Multiple Choice 33. 34, 37, 39, 43, 35, 38, 41, 44, 32, 32, 42, 47, 50 30, 36, 40
Objective 6.3 46, 48, 51, 52 45, 49
Short Answer 69
Essay 73
Learning Multiple Choice 54, 55, 56 53, 57, 58
Objective 6.4 Short Answer
Essay 70
Learning Multiple Choice 59, 60, 61, 62, 64 65 63, 66
Objective 6.5 Short Answer 71
Essay
2
Arnett/Jensen, Human Development, 3e Chapter 6, Section 1
Section 1 Physical Development

Multiple Choice Questions
1. From ages 3 to 6, the typical American child grows __________ inches per year and adds
__________ pounds.
a. 1–3; 1–5
b. 2–3; 5–7
c. 6–9; 7–10
d. 9–12; 9–12
Answer: b
Difficulty Level: Easy
Skill Level: Remember the Facts
Learning Objective: 6.1 Summarize the physical growth and change that take place during early
childhood.
Topic: Bodily Growth
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
2. When Andrew turns 3 years old, one can expect him to weigh __________.
a. 20 pounds
b. 30 pounds
c. 40 pounds
d. 50 pounds
Answer: b
Difficulty Level: Moderate
Skill Level: Apply What You Know
childhood.
psychology.
3. The typical 6-year-old is __________ tall and weighs an average of __________.

a. 15 inches; 25 pounds
b. 30 inches; 35 pounds
c. 45 inches; 45 pounds
d. 60 inches; 55 pounds
Answer: c
childhood.
psychology.
3
4. Alannah lives in the United States and is 35 inches tall and weighs 30 pounds. She is in good
health, and her pediatrician says she is developing at a normal pace. Knowing her height and
weight, it is safe to say that Alannah is around __________.
a. 2 years old
b. 3 years old
c. 6 years old
d. 7 years old
Answer: b
Difficulty Level: Difficult
childhood.
APA Learning Objective: 1.2 Develop a working knowledge of the content domains of
psychology.
5. In developing countries, what causes a considerably lower average for height and weight
during early childhood?
a. higher nutrition and a lower likelihood of childhood diseases
b. lower parental care and the lack of folic acid
c. lower nutrition and higher likelihood of childhood diseases
d. higher parental care and an abundance of folic acid
Answer: c
Skill Level: Understand the Concepts
childhood.
psychology.
6. Kamaria is a 4-year-old girl from Kenya. Her parents struggle to provide a nutritious diet for
the family. Many days the family shares a single pot of rice between them. Unable to access or
afford medical services, Kamaria and her siblings have not been vaccinated against many of the
childhood diseases prevalent in her village. If her situation remains the same throughout her
childhood, Kamaria is likely to be short for her age, a process referred to as __________.
a. shortening
b. stunting
c. dwarfism
d. malnutrition
Answer: b
childhood.
psychology.
4
7. According to UNICEF, which factor is likely to negatively influence gains in height and
weight in early childhood for those in developing countries?
a. gender
b. education
c. religion
d. socioeconomic status
Answer: d
childhood.
psychology.
8. Wealthier parents have children who weigh more and are taller because those parents
__________.
a. can pay maids to feed their children
b. have access to more nutritional foods
c. allow their children to eat at fast-food restaurants
d. are generally genetically much taller
Answer: b
childhood.
psychology.
9. Provided equal levels of nutrition and health care, individual differences in weight and height
gains during childhood can be attributed to __________.
a. genetics
b. education
c. gender
d. religion
Answer: a
childhood.
psychology.
5
10. Layla is 3 years old. How many teeth would you expect her to have?
a. 10
b. 15
c. 20
d. 25
Answer: c
childhood.
psychology.
11. Children begin to lose their “baby” teeth around age __________.
a. 2
b. 4
c. 6
d. 8
Answer: c
childhood.
psychology.
12. Vladimir is 3 years old and preparing for his first dental visit. Beyond a routine cleaning,
Vladimir may also be given __________ to prevent tooth decay.
a. Novocain for his incoming molars
b. a fluoride rinse and sealants
c. water that is fortified with calcium
d. teeth-whitening gum
Answer: b
childhood.
psychology.
6
13. What percentage of North American children have at least one dental cavity between the ages
2 and 5?
a. 5%
b. 10%
c. 20%
d. 30%
Answer: d
childhood.
psychology.
14. Your neighbor’s daughter seems to eat candy quite a bit between meals. Her parents are
worried about this and ask you if you consider it a problem. What would you tell her parents?
a. The excessive sugar increases her risk of developing cavities.
b. Sugar and starches are nutritional beneficial for growing children.
c. Candy helps soothe her and is linked to positive emotional development.
d. Most children today eat like this, and it is not likely to be a problem.
Answer: a
childhood.
psychology.
15. Which statement is true regarding the relationship between diet and dental health in early
childhood?
a. Fluoridation of water in developing countries is routine and has greatly reduced the incidence
of childhood cavities.
b. Children from all socioeconomic backgrounds are at equal risk of developing cavities.
c. Because children in developing countries have diets lower in excessive sugars and starches,
they are at decreased risk for tooth decay.
d. Children in most developing countries have more tooth decay than those in developed
countries.
Answer: d
Skill Level: Analyze It
childhood.
psychology.
7
16. By age 3, the brain is about __________ of its adult weight, and by age 6 it is __________.
a. 50%; 70%
b. 60%; 80%
c. 70%; 90%
d. 80%; 100%
Answer: c
Learning Objective: 6.2 Describe the changes in brain development that take place during early
childhood and the aspects of brain development that explain “infantile” amnesia.
Topic: Brain Development and “Infantile” Amnesia
psychology.
17. Growth throughout the cerebral cortex __________.

a. takes place in spurts between ages 3 and 15 throughout the different lobes
b. gradually takes place throughout the different lobes, ending by age 16
c. occurs most significantly in spurts between age 2 and 5
d. takes place primarily in the frontal lobe and is complete by age 15
Answer: a
psychology.
18. Your brother is very impressed with his 4-year-old daughter’s development, particularly in
emotional regulation. He asks your opinion about his observations, and you tell him that her
advances in development are likely due to __________.
a. superior genetics
b. growth in her frontal lobe
c. superior parenting
d. the new preschool that she is now attending
Answer: b
psychology.
8
19. Increase in brain size and weight during early childhood is due to the increase in
__________.
a. cerebral spinal fluid
b. blood volume
c. the number of neurons
d. synaptic connections and myelination
Answer: d
psychology.
20. The __________ is a bundle of nerve fibers connecting the right and left hemispheres of the
cerebral cortex.
a. corpus callosum
b. reticular formation
c. hippocampus
d. amygdala
Answer: a
psychology.
% correct 94 a= 94 b= 0 c= 6 d= 0 r = .42
21. Sancho is watching his 17-month-old son Troy struggle to catch up with his older brother. As
Sancho observes the awkward and effortful movements of his younger son, he is reminded that
Troy’s ability to walk, run, and remain balanced depends on __________.
a. the increase in synaptic pruning in the frontal lobe of his brain
b. the substantial increase of myelination in the corpus callosum and cerebellum
c. the amount of calcium he receives through his diet
d. the encouragement and assistance from others in his environment
Answer: b
APA Learning Objective: 1.3 Describe applications that employ discipline-based problem
solving.
9
22. Myelination increases in early childhood, particularly in the cerebellum. What is the function
of the cerebellum?
a. It connects the right and left hemispheres of the brain.
b. It is involved in balance and motor movements.
c. It is involved in attention and attention span.
d. It prevents infantile amnesia.
Answer: b
psychology.
23. Yvette was diagnosed with Lyme disease and is having difficulty with balance, walking a
straight line, and simple motor movements. Which of the following areas of her brain would you
suspect is being affected by the disease and causing her symptoms?
a. the cerebellum
b. the reticular formation
c. the hippocampus
d. the corpus callosum
Answer: a
psychology.
24. Which brain system is involved in attention?

a. cerebellum
b. hippocampus
c. reticular formation
d. corpus callosum
Answer: c
psychology.
10
25. Which of the following is a part of the brain that is involved in attention and is responsible
for an increased attention span during early childhood?
a. orbital cortex
c. limbic system
d. cerebellum
Answer: b
psychology.
26. On average, a 4- or 5-year-old child has an attention span of __________.

a. 1–2 minutes
b. 5–10 minutes
c. 10–15 minutes
d. 15–30 minutes
Answer: c
psychology.
27. Researchers propose that our ability to remember events from the first years of life is due to
changes in the __________.
a. hippocampus
c. temporal lobe
d. cerebellum
Answer: a
psychology.
11
28. The inability to remember much information before the age of 4 or 5 is known as
__________.
a. infantile amnesia
b. childhood disease
c. toddler amnesia
d. baby amnesia
Answer: a
psychology.
29. You and your roommate are discussing your early childhoods and your first day of preschool.
She is frustrated because she cannot remember anything related to that first day. She remembers
stories that her parents told her about her first days of school because it was right at the time of
the events of 9/11, but she does not actually remember the events herself. You would tell her that
the inability to remember significant events before the ages of 4 or 5 is common and refers to a
loss of __________ memory.
a. autobiographical
b. false
c. semantic
d. episodic
Answer: d
solving.
% correct 100 a= 0 b= 0 c= 0 d= 100 r = .00
30. As the rate of physical growth __________ in early childhood, food consumption
__________.
a. increases; grows as well
b. remains the same; is constant
c. slows down; diminishes as well
d. increases; slows down
Answer: c
Learning Objective: 6.3 Identify the main nutritional deficiencies and the primary sources of
injury, illness, and mortality during early childhood in developed and developing countries.
Topic: Health and Safety in Early Childhood
psychology.
12
31. Your 5-year-old daughter has not eaten very much in the past couple of days. You are a bit
worried, but after thinking about your human development course, you remember that 5-year-old
children __________.
a. rarely eat until their 6th birthday
b. may eat plenty one day and not as much the next day
c. experience serious changes in their taste buds during this time and might avoid eating
d. are likely sneaking in snacks between meals; you will need to watch her carefully
Answer: b
psychology.
% correct 63 a= 5 b= 63 c= 21 d= 0 r = .42
32. Your 5-year-old son has not been eating a balanced diet lately even though you provide well-
balanced meals for him. You tell him that if he eats all of his vegetables, you will let him have
dessert. Although many parents in the United States bribe their children in this manner, what is
the likely result?
a. Children learn to eat a balanced diet.
b. Children come to associate vegetables with dessert and begin eating quite a bit more
vegetables.
c. Bribing children to eat their vegetables results in children viewing healthy foods as a trial and
unhealthy foods as a reward.
d. Children refuse to eat vegetables unless they get sweet treats before eating vegetables.
Answer: c
psychology.
33. __________ is the most common nutritional deficiency for children in the United States.
a. Fluoride
b. Folic acid
c. Calcium
d. Iron
Answer: c
psychology.
13
34. What proportion of 3-year-old American children receive less than the recommended amount
of calcium?
a. a third
b. a quarter
c. two-thirds
d. half
Answer: a
psychology.
35. Over the last three decades, as children have consumed __________, calcium deficiencies in
early childhood are more common.
a. less milk and more soft drinks
b. more milk and less soft drinks
c. less cheese and more red meat
d. more chicken and less red meat
Answer: a
psychology.
36. You are comparing the nutritional value of diets between ethnic groups in the United States
to complete a sociology project. Which statement reflects your findings relative to nutrition and
ethnicity of children in the United States?
a. African American children consume fewer soft drinks than White children do.
b. Latino children consume less fast food than African American children do.
c. White children have a lower intake of calcium than Latino or African American children do.
d. Immigrant children consume less fast food than their native-born counterparts.
Answer: d
solving.
14
37. The World Health Organization has estimated that __________ of children in developing
countries lack sufficient food or essential nutrients.
a. 40%
b. 60%
c. 80%
d. 100%
Answer: c
psychology.
38. Which of the following are the most common types of malnutrition for children in developing
nations?
a. lack of protein and lack of iron
b. lack of calcium and lack of iron
c. lack of potassium and lack of zinc
d. lack of folic acid and lack of fat
Answer: a
psychology.
39. What percentage of children under age 5 worldwide experience a protein deficiency?
a. 12%
b. 18%
c. 21%
d. 25%
Answer: d
solving.
15
40. Iron deficiency is to __________ as protein deficiency is to __________.

a. kwashiorkor; anemia
b. anemia; kwashiorkor
c. marasmus; osteoporosis
d. amnesia; anemia
Answer: b
psychology.
41. A deficiency in __________ is experienced by the majority of children under age 5 in

developing countries; this deficiency leads to fatigue, irritability, and difficulty sustaining
attention.
a. iron
b. calcium
c. phosphorus
d. beta-carotene
Answer: a
psychology.
42. Four-year-old Kitimbu has been tired, irritable, and inattentive for the last few months.
Because his diet lacks __________, he is likely suffering from __________.
a. calcium; kwashiorkor
b. iron; anemia
c. calcium; osteoporosis
d. iron; marasmus
Answer: b
psychology.
16
43. The most common causes of death for young children in developing countries are diseases
and illnesses such as pneumonia, malaria, and __________.
a. AIDS
b. measles
c. diarrhea
d. flu
Answer: b
psychology.
44. Malnutrition is believed to be indirectly responsible for about half of early childhood deaths.
This is because the lack of sufficient food __________.
a. slows the development of myelination
b. increases the likelihood of failure to thrive
c. reduces the effectiveness of the immune system
d. increases competition for calories and children lose out
Answer: c
psychology.
% correct 75 a= 13 b= 13 c= 75 d= 0 r = .33
45. The mortality rate for children under age 5 has been greatly reduced in developing nations as
a result of __________.
a. improved parental education and increased level of income
b. increased iron consumption and decreased childhood vaccinations
c. increased parental income and increased level of education
d. improved food production and increased childhood vaccinations
Answer: d
psychology.
% correct 69 a= 6 b= 19 c= 6 d= 69 r = .19
17
46. Common in early childhood, minor illnesses occur in children from developed countries at a
rate of approximately __________ per year.
a. 2 to 3
b. 4 to 6
c. 7 to 10
d. 11 to 14
Answer: c
psychology.
47. A friend is worried about his son, who is very active and is constantly injuring himself. To
help him worry less, you tell him that this behavior is very typical because his son’s __________.
a. motor development is advanced enough to do quite a bit, but his cognitive development is not
able to anticipate situations that might be dangerous
b. motor development is not yet very advanced and, he is going to be involved in many accidents
c. visual processing is lagging behind his motor development, and he simply cannot see very well
d. attention skills are not yet fully developed, and his son is likely to not pay attention to his
father’s warnings to be careful
Answer: a
solving.
% correct 53 a= 53 b= 42 c= 0 d= 0 r = .41
48. The most common cause of injury in early childhood is __________.

a. leukemia
b. drowning
c. falling
d. measles
Answer: c
psychology.
18
49. Boys are more likely than girls to experience injuries in early childhood. Why?
a. Girls are rarely involved in physical activities.
b. Caretakers tend to watch over girls more carefully.
c. Boys tend to play rougher and are more physically active.
d. Boys muscles are less developed and less resilient to injury.
Answer: c
psychology.
50. Sang, a 5-year-old Vietnamese boy, is in the local emergency clinic. Based on statistics,
which of the following is the most likely cause?
a. choking
b. accidental burning
c. parental abuse
d. an accident
Answer: d
psychology.
51. Rates of early childhood injury among 1- to 14-year-olds due to accidents are __________
than in developed countries.
a. six times higher in Vietnam
b. five times higher in South Africa
c. two times higher in India
d. four times higher in China
Answer: b
psychology.
19
52. In developing countries, 95% of child deaths are due to __________.

a. parental abuse
b. motor vehicle accidents
c. illness and disease
d. accidental burning
Answer: c
psychology.
53. Which statement best describes gross motor development in early childhood?
a. Gross motor development in early childhood extends abilities that first appear in toddlerhood.
b. Gross motor development in early childhood regresses to an earlier state.
c. Gross motor development in early childhood is unpredictable.
d. Gross motor development in early childhood is dependent on fine motor development.
Answer: a
Learning Objective: 6.4 Specify the main changes in gross and fine motor abilities during early
childhood.
Topic: Gross and Fine Motor Skills
solving.
54. Sienna is kicking a soccer ball around the backyard. This is an example of Sienna’s
__________.
a. gross motor skills
b. fine motor skills
c. ambidextrous motor skills
d. elementary motor skills
Answer: a
childhood.
psychology.
20
55. Miller is learning to use a pencil to draw a smiley face on a sheet of paper. Miller is
demonstrating her __________.
a. gross motor skills
b. fine motor skills
c. ambidextrous motor skills
d. elementary motor skills
Answer: b
childhood.
psychology.
% correct 100 a= 0 b= 100 c= 0 d= 0 r = .00
56. Your older brother’s college roommate is an artist. He was very much hoping that his 5-year-
old daughter would grow up to be artistic as well. At this point, she can draw some shapes pretty
well, like circles and triangles, but that is about it. He is a bit worried. What would you tell him?
a. She is not likely to ever be very skilled in drawing.
b. She probably will be a gifted athlete.
c. She is developing in a typical manner for fine motor skills.
d. She is lagging far behind other children her age in drawing.
Answer: c
childhood.
solving.
57. Gross motor skills are to __________ as fine motor skills are to __________.
a. throwing; writing
b. writing; throwing
c. running; jumping
d. jumping; running
Answer: a
childhood.
psychology.
21
58. Grey just celebrated his 4th birthday. His mother wants to plan a special party for Grey and
five of his friends. If Grey’s mother considers age-appropriate development, which kind of party
makes the most sense?
a. a swimming party
b. a skating party
c. a gymnastics party
d. a bowling party
Answer: c
childhood.
solving.
59. __________ is the preference for using either the right or left hand in gross or fine motor
activities.
a. Dominancy
b. Digital choice
c. Handedness
d. Ambidextrous
Answer: c
Learning Objective: 6.5 Describe the development of handedness and identify the consequences
and cultural views of left-handedness.
Topic: Handedness
psychology.
60. Olivia is beginning to show a definite preference for using her left hand. She is most likely in
which developmental stage?
a. early childhood
b. infancy
c. prenatal
d. middle childhood
Answer: c
Topic: Handedness
psychology.
% correct 21 a= 53 b= 21 c= 21 d= r = .21
22
61. Similar to the percentage of right-handed adults, what percentage of fetuses use their right
hand when sucking their thumb?
a. 30%
b. 50%
c. 70%
d. 90%
Answer: d
Topic: Handedness
psychology.
62. In terms of handedness, adopted children show a greater resemblance to their __________.
a. biological parents
b. adoptive parents
c. biological siblings
d. adoptive siblings
Answer: a
Topic: Handedness
psychology.
63. Macy and Stacy are identical twins. They are __________ genetically similar and are more
likely than ordinary siblings to __________.
a. 50%; differ in handedness
b. 100%; differ in handedness
c. 50%; be similar in handedness
d. 100%; be similar in handedness
Answer: b
Topic: Handedness
solving.
23
64. The preference for using a particular hand probably occurs as a function of __________.
a. genetics
b. training
c. observational learning
d. the fetus leaning on a particular side that frees up one hand or the other for movement
Answer: d
Topic: Handedness
psychology.
65. In many cultures, left-handedness is __________.

a. only appropriate for males
b. acceptable for childhood but not adulthood
c. regarded with acceptance and equality
d. regarded with fear and contempt
Answer: d
Topic: Handedness
psychology.
% correct 75 a= 19 b= 6 c= 0 d= 75 r = .20
66. Which statement accurately reflects cultural beliefs about handedness?

a. Many paintings in Western art depict the devil as right-handed, highlighting the sinister
nature of right-handedness.
b. Many Asian and Middle Eastern cultures consider it inappropriate to use the left hand
for activities because it is most often used to wipe after defecation.
c. Left-handedness is supported and encouraged in most African countries.
d. Right-handedness is relatively rare among the Chinese, suggesting right-handedness
may be suppressed from childhood onward.
Answer: b
Topic: Handedness
solving.
24
Short Answer Questions

67. Are there sex differences in height and weight between the ages of 3 and 6 years? Explain.
Answer: Yes, boys are slightly taller and heavier than girls, but the average girl and the average
boy are similar in height and weight.
childhood.
psychology.
68. Describe two changes in the brain that explain why Jamil, a 6-year-old, can listen attentively
during library story hour and participate in the craft activity that follows it, but his 3-year-old
sister Anna is more interested in walking around and exploring various sections of the library.
Answer: Growth of the frontal lobe allows Jamil to plan and organize, skills that will help him
make an art project. The reticular formation is experiencing rapid myelination, which leads to an
increase in attention span. This explains why Jamil can focus on the story, whereas Anna moves
from one stimulus to another.
psychology.
69. Describe a nutritional problem that is more likely to be experienced in a developing country
than a developed country. Include the consequences and explain what, if anything, can be done to
avoid this problem.
Answer: Anemia is caused by a lack of iron, this deficiency causes fatigue, irritability, and
cognitive problems. If a child eats iron-rich foods such as meats, grains, brown rice, and certain
vegetables such as beets and potatoes, this problem can be avoided.
Skill Level: Analyze it
solving.
25
70. Sabine is a 6-year-old girl from Great Britain. She has two siblings: her 3-year-old sister
Shiloh and her 5-year-old brother Shamus. Describe one fine motor skill and one gross motor
skill that Sabine is better at than her younger sister. Describe one skill that her brother is better at
than his older sister. Explain.
Answer: Sabine has much better fine motor coordination and can draw most letters in the
alphabet and is especially good at writing her name. Shiloh is just beginning to try to color inside
lines, but she is still very messy and most of what she draws is unrecognizable. Sabine is able to
cut using small scissors, but her sister can’t do this. Shamus is stronger than his older sister and
can throw a ball harder and farther.
childhood.
solving.
71. Being right-handed is more common in Western countries such as the United States and
Canada. Is this also the case in other parts of the world? Explain.
Answer: Yes, being right handed is more common all over the world. In many cultures, the left
hand is believed to be evil or dangerous. For example, in many Asian and Middle Eastern
cultures, the left hand is supposed to be used for cleaning oneself after going to the bathroom. It
may be that the left was considered inferior to the right because left-handedness is correlated with
a number of problems, such as birth complications and learning disabilities.
Topic: Handedness
psychology.
Essay Questions
72. What are two explanations for the inability to remember anything before age 5?
Answer: Language and an awareness of the self are not stable before this age and only become
well developed during early childhood.
1. Children show infantile amnesia and often lose episodic memories, or memories for unique
events. Many forget autobiographical memories but retain semantic memory.
2. Memory researchers point to the immaturity of the hippocampus and the fact that the
hippocampus is not fully myelinated until age 5.
psychology.
26
73. In a developing country, such as Africa, what is the most likely to cause the death of a
toddler? Is this different from the leading cause of death for toddlers in the United States?
Explain.
Answer: In developing countries, the leading cause of death in early childhood is illness and
disease. This is due to a number of factors: lack of medical care, poor nutrition that leads to a
weak immune system, and poor sanitation that increases chances of infection and death. Although
young children in developing countries have higher rates of accidents than their age mates in
developed countries, they are still most likely to die of some type of illness or disease. The
leading cause of death in developed countries is accidental injuries.
psychology.
27
TOTAL
GUIDE Early Childhood
Learning Remember the Understand Apply What

Objective Facts the Concepts You Know Analyze It
Learning Multiple Choice 2, 4, 7, 11, 14 1, 3, 8, 9, 10, 12, 5, 13, 15, 18 6, 17, 21
Objective 6.6 16, 19, 20
Short Answer 65 66
Essay
Learning Multiple Choice 22 23, 25 24
Objective 6.7
Short Answer
Essay 70
Learning Multiple Choice 26, 28, 29, 31 27, 30
Essay
Learning Multiple Choice 37, 39, 43, 44, 45, 47 34, 35, 36, 38, 40, 41, 48 42
Objective 6.9 46
Short Answer 67, 68
Essay
Learning Multiple Choice 50, 51 49, 52, 53, 54
Essay
Learning Multiple Choice 55, 58, 61 57, 59, 60 56
Objective 6.11
Short Answer 69
Essay
Learning Multiple Choice 62, 63, 64
Objective 6.12
Short Answer
Essay
28
Section 2 Cognitive Development

1. According to Piaget, representational thought is demonstrated when children __________.
a. remember where they left play objects
b. recognize their family members
c. internalize the images of their sensorimotor activities
d. externalize their true wishes and desires
Answer: c
Learning Objective: 6.6 Explain the features of Piaget’s preoperational stage of cognitive
development.
Topic: Piaget’s Preoperational Stage of Cognitive Development
psychology.
% correct 53 a= 11 b= 5 c= 53 d= 32 r = .21
2. According to Piaget, children from the ages of 2 to 7 are in the __________ stage of
cognitive development.
a. sensorimotor
b. preoperational
c. concrete operations
d. formal operations
Answer: b
development.
psychology.
3. In the preoperational stage, children are unable to perform __________, cognitive procedures
that follow certain logical rules.
a. scaffolding
b. mental operations
c. symbolic thoughts
d. functional operations
Answer: b
development.
psychology.
29
4. __________ is the principle that the amount of a physical substance remains the same even if
its physical appearance changes.
a. Animism
b. Egocentrism
c. Reversibility
d. Conservation
Answer: d
development.
psychology.
5. You are visiting your sister, who has 4-year-old twins. They ask whether they can have some
milk, and you are pouring it for them. You choose one glass that is tall and thin and one that is
short and wide. After you pour the milk, your niece is unhappy because you gave “more” milk to
your nephew. You actually gave each of them the same amount, but your niece and nephew lack
the mental ability to __________.
a. conserve
b. operate
c. center
d. tertiary operate
Answer: a
development.
solving.
% correct 81 a= 81 b= 6 c= 0 d= 0 r = .45
6. Which statement best captures why a child may fail a water conservation task?
a. “They can reverse the action mentally and can see that the amount of water is the same.”
b. “They fail to understand that the amount of water remains the same even though the
appearance of the water changes.”
c. “They have a weak attention span and are unable to pay attention to the researcher’s
instruction.”
d. “They focus on both the glass height and the amount of water used in the task.”
Answer: b
development.
psychology.
30
7. The ability to reverse an action mentally is called __________.

a. conservation
b. egocentrism
c. reversibility
d. animism
Answer: c
development.
psychology.
8. What is the term that is used to describe young children’s thinking in which they often focus
on one noticeable aspect of a cognitive problem to the exclusion of other important aspects?
a. conservation
b. egocentrism
c. centration
d. animism
Answer: c
development.
psychology.
% correct 75 a= 13 b= 0 c= 75 d= 0 r = .44
9. Which statement best describes children who, in Piagetian terms, are centered?
a. “They lack the ability to distinguish between their own perspective and another person’s
perspective.”
b. “They often attribute human thoughts and feelings to inanimate objects and forces.”
c. “They often focus on one noticeable aspect of a cognitive problem to the exclusion of other
important aspects.”
d. “They have difficulty understanding that objects can be simultaneously part of more than one
class or group.”
Answer: c
development.
psychology.
31
10. In the conservation-of-liquid task described in the text, children who watch the water being
poured from the original glass to the taller glass and fail to understand the amount of water
remains the same are lacking __________.
a. conservation
b. animism
c. centration
d. reversibility
Answer: d
development.
psychology.
11. __________ is the inability to distinguish between one’s own perspective and another
person’s perspective.
a. Reversibility
b. Intuitive thought
c. Egocentrism
d. Conservation
Answer: c
development.
psychology.
12. What is the task that Piaget and Inhelder devised to demonstrate egocentrism during the
preoperational stage?
a. “three mountains task”
b. “it is about me” task
c. “self-centered task”
d. “ego-stability task”
Answer: a
development.
psychology.
% correct 69 a= 69 b= 0 c= 13 d= 0 r = .40
32
13. You just came back from a class in which the topic was egocentrism in the preoperational
stage. You have a 4-year-old and thought that you would see whether what you learned was
accurate. You are sitting directly across from your child and ask her to look at the front and back
cover of her favorite book. After she does this, you ask her to describe “the part of the book I am
looking at.” What does she tell you?
a. how many pages there are in the book
b. what you see
c. what she sees
d. what the story is about
Answer: c
development.
psychology.
% correct 90 a= 10 b= 0 c= 90 d= 0 r = .21
14. The tendency to attribute human thoughts and feelings to inanimate objects and forces is
__________.
a. animism
b. egocentrism
c. conservation
d. classification
Answer: a
development.
psychology.
15. Emma is having a tea party with her stuffed animals and dolls and pretends that they love the
tea and cookies she prepared. Emma’s belief that her stuffed animals and dolls are alive and hold
human qualities is an example of __________.
a. conservation
b. egocentrism
c. classification
d. animism
Answer: d
development.
psychology.
33
16. Preoperational children lack the ability to comprehend that objects can be simultaneously part
of more than one group. Piaget referred to this as a lack of a capacity for __________.
a. transference
b. sorting
c. configuring
d. classification
Answer: d
development.
psychology.
17. Which statement best describes children who lack classification?

a. “They have difficulty understanding that objects can be simultaneously part of more than one
class or group.”
b. “They often attribute human thoughts and feelings to inanimate objects and forces.”
c. “They often focus on one noticeable aspect of a cognitive problem to the exclusion of other
important aspects.”
d. “They have no difficulty understanding that objects can be simultaneously part of more than
one class or group.”
Answer: a
development.
solving.
18. Three-year-old Aki is playing with his collection of cars. He moves all of the blue cars to one
corner in his room and places the rest of the cars in the opposite corner. Aki’s mother walks in
and asks, “Aki, do you have more red cars or more cars?” He answers, “red cars, mommy.” Aki is
demonstrating a lack of __________.
a. egocentrism
b. classification
c. animism
d. conservation
Answer: b
development.
solving.
34
19. What is one of the criticisms that other cognitive theorists and researchers have regarding
Piaget’s theory of cognitive development during the preoperational stage?
a. Piaget underestimated children’s capabilities.
b. Piaget overestimated children’s capabilities.
c. Piaget did not really like children.
d. Piaget was biased since his theory was mostly based on observation of his own children.
Answer: a
development.
solving.
% correct 81 a= 81 b= 6 c= 0 d= 0 r = .47
20. Cognitive theorists and researchers have criticized Piaget’s theory of cognitive development
during the preoperational stage by saying they believe that development is actually much more
__________.
a. vacillating and not predictable
b. stable and rarely changed
c. stage-like and less continuous
d. continuous and much less stage-like
Answer: d
development.
psychology.
21. Researchers have found that 2- to 7-year-old children are actually less egocentric than Piaget
thought. What is an example of a toddler understanding the perspective of someone else?
a. when a toddler spills chocolate milk on his older sibling’s favorite ball cap
b. when a toddler dreams that he or she is someone else
c. when a toddler speaks in long sentences to babies
d. when a toddler eats his or her meal as quickly as possible
Answer: a
development.
solving.
35
22. __________ is the ability to attribute mental states to self and others and to understand that
others have beliefs, intentions, and perspectives that are different from one’s own.
a. Theory of mind
b. Unconscious cognition
c. Subliminal thought
d. Hypothesis of thinking
Answer: a
Learning Objective: 6.7 Explain what “theory of mind” is and the evidence for when it develops
during early childhood.
Topic: Young Children’s Social Cognition: The Development of Theory of Mind
psychology.
23. Theory of mind begins to appear in __________.

a. infancy
b. toddlerhood
c. early childhood
d. late childhood
Answer: a
psychology.
24. Which child would be able to solve a false-belief task fairly easily?
a. Malik, a 1-year-old living in Pakistan
b. Kingston, a 2-year-old living in Canada
c. Kimberly, a 3-year-old living in the United States
d. Carlisle, a 4-year-old living in England
Answer: d
solving.
36
25. In the false-belief test described in your textbook, where do 3-year-olds believe Maxi will
look for his chocolate once he returns to the room?
a. Maxi will look for his chocolate in the place his mother stored it.
b. Maxi will look in the cabinet where he placed the chocolate before he left the room.
c. Maxi will look in the cabinet for the chocolate, and then he will get mad and cry.
d. Maxi will not remember where the chocolate is and will then play with his toys.
Answer: b
solving.
26. Which of the following theorists proposed that children learn not through their individual
interactions with the environment but through the social process of being guided by participation?
a. Jean Piaget
b. Carl Rogers
c. Sigmund Freud
d. Lev Vygotsky
Answer: d
Learning Objective: 6.8 Identify the ways that cultural learning takes place in early childhood.
Topic: Cultural Learning in Early Childhood
psychology.
27. A number of researchers use violation-of-expectation to assess a toddler with a false belief.
Rather than asking the child a question about where a person will look for an object, they
__________.
a. will ask the child to draw a picture of where the child thinks the person will look for the object
b. measure the child’s looking behavior
c. record the child’s level of anxiety
d. will ask the child to point to a picture on a diagram of where the child thinks the person will
search for the object
Answer: b
solving.
37
28. According to Lev Vygotsky’s sociocultural theory of learning, cognitive development occurs
when __________.
a. children develop the proper amount of neuronal connections
b. children’s brains are biologically ready
c. children interact with an older sibling or parent in the course of daily activities
d. children interact with the environment
Answer: c
psychology.
29. According to social and cultural perspectives of cognitive development, children learn
through the social process of __________.
a. watching from a distance
b. following a set of instructions
c. individual interactions
d. guided participation
Answer: d
psychology.
30. Which statement accurately describes common cultural learning practices?

a. A child at a Kenyan dinner table is asked, “What songs did you sing at preschool?”
b. A child from Belize commonly asks, “Why, mommy?”
c. A 4-year-old child in the United States asks, “Daddy, why do I have to put my toys away?”
d. A 2-year-old living in Mexico is taught how to make tortillas.
Answer: c
solving.
38
31. One factor that makes cultural learning in developed countries different from cultural
learning in traditional cultures is that in developed countries, children __________.
a. are constantly with at least one family member all day
b. are less likely to learn through guided participation by adults in daily activities
c. are disciplined harshly for small infractions
d. are rarely consoled when injured or hurt
Answer: b
psychology.
32. In the United States, what percentage of 4-year-old children are enrolled in preschool?
a. 25%
b. 50%
c. 70%
d. 95%
Answer: c
Learning Objective: None
Topic: Early Childhood Education
psychology.
33. Among developed countries, which country has the least amount of preschool participation?
a. the United States
b. Japan
c. Sweden
d. the United Kingdom
Answer: a
Learning Objective: None
psychology.
39
34. Which group of U.S. children is more likely to be more independent and socially confident?
a. children who are from families whose parents are professionals
b. children from affluent families
c. children who attend preschool
d. children from low-income families
Answer: c
Learning Objective: 6.9 Identify the features that are most important in preschool quality and
explain how they reflect cultural values.
Topic: The Importance of Preschool Quality
psychology.
35. Which group of U.S. children is more likely to be disruptive in class when they are in grade
6?
a. children who are from families whose parents are professionals
b. children from affluent families in which one parent does not work outside the home
c. children who attend preschool for more than 10 hours per week
d. children from low-income families who attend preschool for less than 10 hours per week
Answer: c
psychology.
36. Preschool teachers __________.

a. are not required to have education or credentials specific to early childhood
b. have to complete rigorous training that includes yearly continuing education credits
c. must have a minimum of 1 year of supervised teaching before gaining certification to teach
early childhood
d. are required to have at least a bachelor’s degree
Answer: a
psychology.
40
37. Early childhood educators and scholars believe that child-teacher ratio should be __________
3-year-olds per teacher.
a. no higher than four to nine
b. no higher than five to ten
c. no higher than six to eleven
d. no higher than seven to twelve
Answer: b
psychology.
38. What do early childhood educators and scholars believe with regard to teaching students in
early childhood preschool programs?
a. There should be formal instruction.
b. Students learn best through rote learning.
c. Instruction should occur through discovery and active engagement with materials.
d. Students should memorize large lists of materials to be recalled at a later time.
Answer: c
psychology.
39. Which of the following are cited by the author as factors that contribute to the quality of
preschool?
a. education and training of teachers, class size and child–teacher ratio, age-appropriate materials
and activities, and teacher–child interactions
b. child temperament, the parenting style of the children’s home environment, physical facilities,
and emotional reactivity of caregivers
c. parenting style of the caregivers, quality of educational material, temperament and reactivity of
the children, and class size and teacher–child ratio
d. age-appropriate materials and activities, parenting styles of caregivers, temperament and
reactivity of the children, and teacher–child interactions
Answer: a
psychology.
41
40. Although intense academic instruction is not a criterion for high-quality preschools, most
childhood scholars concur that preschool teaching should be based on __________.
a. developmentally appropriate educational practice
b. the Socratic method
c. an instructional method that is as formal as the children understand
d. Piaget’s model of readiness, as strictly as possible
Answer: a
psychology.
41. Suppose that you are preparing for a job interview as a preschool teacher. Which of the
following statements, when used in the interview, is more likely to land you the job?
a. Preschool learning is about the child exploring and discovering his or her world through hands-
on activities and fun tasks.
b. Preschool learning should occur through structured academic activities such as worksheets and
large group projects.
c. Preschool learning is about assessing a child’s IQ and then developing a curriculum that is
rigorous and challenging.
d. Preschool learning should occur through prosocial activities and videos that are geared toward
children and regulated by the federal government.
Answer: a
psychology.
42. Research comparing children attending Montessori preschool programs to those attending
non-Montessori preschools find that __________.
a. children attending non-Montessori preschools engage more in cooperative play and less in
chaotic play
b. children attending Montessori preschools engage more in cooperative play and less in chaotic
play
c. children attending non-Montessori preschools are more advanced in cognitive development
d. children attending Montessori preschools score lower on tests of reading skills
Answer: b
solving.
42
43. What is the primary goal of having children attend preschool in the United States and China?
a. to gain independence from the family
b. to master social skills
c. to learn basic academic skills
d. to learn to get along with other children
Answer: c
psychology.
44. Which of the following countries emphasizes that academic skills be learned during
preschool?
a. United States
b. Japan
c. Great Britain
d. Germany
Answer: a
psychology.
45. What is the primary goal of having children attend preschool in Japan and most of Europe?
a. to learn social skills
b. to gain independence from the family
c. to learn basic academic skills
d. to learn how to read
Answer: a
psychology.
% correct 69 a= 69 b= 0 c= 19 d= 0 r = .20
43
46. Regarding preschool education, the United States prioritizes __________, whereas Japan
prioritizes __________.
a. cooperative play; parallel play
b. parallel play; cooperative play
c. social skills; academic skills
d. academic skills; social skills
Answer: d
psychology.
47. What percentage of Japanese parents and preschool teachers indicated that one of the top
three reasons for young children to attend preschool was “to give children a good start
academically”?
a. 2%
b. 22%
c. 62%
d. 92%
Answer: a
psychology.
48. Assume that you just accepted a job as a preschool teacher in Japan. Which statement is a
close representation of the type of preschool environment that you will experience?
a. The physical building looks run down, teachers appear tired and frustrated, and it is clear that
the students do not learn much.
b. There is a high emphasis on academic success, parents encourage their children to learn letters
and numbers quickly, and many teachers work long hours.
c. There is a lot of group play, the children wear the same uniforms with different colors to
indicate classroom membership, and each have the same equipment.
d. The physical building looks very new and in good shape, there’s a high emphasis on social
skills training, and the students are competitive academically.
Answer: c
psychology.
44
49. What types of programs focus intensively on cognitive development and are directed at
young children from low-income families?
a. financial stability educational programs
b. Montessori schools
c. early intervention programs
d. low-income education
Answer: c
Learning Objective: 6.10 Summarize early intervention programs and their outcomes.
Topic: Preschool as a Cognitive Intervention
psychology.
50. Created in 1965, what is the largest early intervention program in the United States?
a. Project Head Start
b. Montessori Schools
c. early intervention programs
d. Challenger Program
Answer: a
psychology.
51. What does the largest early intervention program in the United States provide, in addition to 1
or 2 years of preschool?
a. free meals and health care
b. guaranteed admission to a public university
c. free room and board
d. free education for all adult family members
Answer: a
psychology.
45
52. Which statement best describes the long-term effects of large-scale early intervention
programs such as Project Head Start?
a. Gains in IQ and academic achievement carry through middle school, high school, and college.
b. Gains in IQ and academic achievement carry through elementary school but steeply decline as
a child enters middle school.
c. Gains in IQ and academic achievement are short-lived and generally fade within 2 to 3 years of
entering elementary school.
d. There have been no studies conducted on the long-term effects of early intervention programs
such as Project Head Start.
Answer: c
psychology.
53. Which statement accurately reflects a positive outcome for low-income children participating
in Project Head Start?
a. Children are more likely to be placed in special education.
b. The more money spent per child on books and supplies, the better the academic outcomes.
c. The more money paid to the teachers, the better the social outcomes.
d. Children are more likely to show better attention and fewer behavioral problems.
Answer: d
psychology.
54. One major difference between low-income children who participated in the High Scope
Preschool Project and those that did not participate was that at age 27 years, __________.
a. those who participated had higher monthly income
b. there were no significant differences between the two groups
c. they were just as likely to have dropped out of high school
d. they were more likely to have been married and divorced at least twice
Answer: a
psychology.
% correct 63 a= 63 b= 25 c= 0 d= 0 r = .17
46
55. The average 6-year-old has a vocabulary that consists of more than __________.
a. 1,000 words
b. 1,500 words
c. 2,000 words
d. 2,500 words
Answer: d
Learning Objective: 6.11 Explain how advances in vocabulary and grammar occur in early
childhood.
Topic: Advances in Vocabulary and Grammar
psychology.
56. Michael’s father is amazed at the how much his daughter Emily’s vocabulary has grown from
the time she was 3 to her 6th birthday. You tell Michael that from age 3 to age 6, the average
child’s vocabulary __________.
a. grows by 50%
b. grows by 75%
c. doubles
d. more than doubles
Answer: d
childhood.
psychology.
57. Which of the following best describes the concept of a sensitive period for language learning?
a. a time period in which the learning of language must occur or it never will
b. a time period in which the rules of language are best learned
c. a time period in which children must be exposed to spoken language in order to learn it
d. a time period in which the capacity for learning new words is especially pronounced
Answer: d
childhood.
psychology.
47
58. __________ describes the process in which children learn new words and then begin to form
a mental map of interconnected sets of word categories.
a. Mental mapping
b. Fast mapping
c. Connected learning
d. Word networking
Answer: b
childhood.
psychology.
59. Children learning English and other Western languages fast-map which parts of speech later?
a. nouns
b. verbs
c. modifiers
d. adjectives
Answer: b
childhood.
psychology.
60. The term that describes language rules regarding single, plural, and future tenses of words is
__________.
a. pragmatics
b. morphemes
c. grammar
d. prosody
Answer: c
childhood.
psychology.
48
61. By 4 years of age, children use correct grammar in what percentage of their statements?
a. 30%
b. 50%
c. 70%
d. 90%
Answer: d
childhood.
psychology.
62. What term describes the social rules for using language in interaction with others?
a. language rules
b. pragmatics
c. social construction
d. grammatical usefulness
Answer: b
Learning Objective: 6.12 Specify how children learn pragmatics in early childhood, and identify
how these social rules are culturally based.
Topic: Pragmatics: Social and Cultural Rules of Language
psychology.
% correct 94 a= 0 b= 94 c= 0 d= 6 r = .35
63. Phrases like “please,” “thank you,” and “bye-bye” are examples of __________.
a. the pragmatic quality of language
b. the morphemic quality of language
c. the grammatical quality of language
d. how prosody varies within language
Answer: a
psychology.
% correct 81 a= 81 b= 6 c= 0 d= 0 r = .17
49
64. When do children learn when it is culturally appropriate to speak and when it is best to keep
their thoughts to themselves?
a. toddlerhood
b. early childhood
c. middle childhood
d. children never learn this in Western cultures
Answer: c
psychology.

65. According to Piaget, children’s mistakes on conservation tasks are due to two kinds of
deficiencies. Discuss one of them.
Answer: Centration causes the child to focus exclusively on one attribute to the exclusion of
others. Lack of reversibility causes the child to be unable to undo an action mentally.
development.
psychology.
66. Give one example of a child in the preoperational stage showing that they are more capable
than Piaget thought children are in early childhood.
Answer: A child using child-directed speech when talking with a baby has more capabilities than
Piaget thought children are in early childhood. A child as young as 3 years of age who can
conserve quantity as long as only a few items are used.
development.
psychology.
50
67. Seena tells you that her preschooler is attending a Montessori program; you pick up your
niece from her preschool and wonder whether she might also be enrolled in this same type of
program. Your sister tells you that your niece’s school is not a Montessori school. What are two
differences you would notice?
Answer: In the Montessori program, learning is encouraged through self-directed exploration.
The teachers would not be sitting in front of a group of children giving them directions; instead,
the children would be choosing what they wanted to play with and how they would play, typically
cooperatively and less chaotically. In contrast, at your niece’s school, you might see children
doing worksheets to practice numbers and letters.
solving.
68. If you were to ask Japanese parents what they hoped their child would get out of the
preschool experience, what might they say? Would you expect their response to be different from
that of an American parent? Explain.
Answer: Japanese parents hope that their children will learn how to get along with others and be a
good group member. They would expect this to be done via play. In contrast, American parents
hope that their children will learn the academic skills that will make them ready for success in
school. What these groups see as goals of preschool reflect cultural values of collectivism vs.
individualism.
solving.
69. A child was walking down the street with his mother and called the blacktop “tarmacs.”
Presumably, he added the “s” because it was a long road. What does this reveal about how
children learn language?
Answer: The child invented “tarmacs” by adding an “s,” even though the plural of tarmac does
not require adding an “s.” He had not learned this word by hearing it in his environment; instead
he must have had a language acquisition device that allows him to generate the rules of language.
In this case, he had not learned the exception to the rule.
childhood.
solving.
51
Essay Question
70. Sam buys a hollow, plastic rock where he plans to hide his spare key. He puts it near several
other rocks by the door and calls to his two children, a 3-year-old and a 6½-year-old. He said he
was gardening and found something under the rock and asks them to guess. One says a worm and
the other says some ants. Then, he lifts it up and shows them that it’s hollow and actually contains
the house key. Then he asks where a robber, who has not been shown what is under the plastic
rock, would look for the key to the house. How do you think each child would answer? Explain.
Answer: The younger child would incorrectly say that the robber would go to the plastic rock and
get the key, but the older child would say that he might look under the doormat or in the mailbox
because the older child has more advanced perspective-taking abilities. The older child realizes
that other people see the world from a different perspective; he or she is not as egocentric as
younger counterparts.
solving.
52
TOTAL
Early Childhood
GUIDE
Learning Remember Understand Apply What

Objective the Facts the Concepts You Know Analyze It
Learning Multiple Choice 4 1, 2, 3
Objective 6.13
Short Answer 86 87
Essay
Learning Multiple Choice 6 5, 8 7
Objective 6.14
Short Answer 88
Essay 91
Learning Multiple Choice 9, 11 10
Objective 6.15 Short Answer 89
Essay
Learning Multiple Choice 13, 17, 19, 34, 36, 12, 14, 15, 20, 22, 16, 18, 21, 25, 27, 31, 35, 38
Objective 6.16 37 23, 24, 26, 28, 32, 29, 30
33
Short Answer
Essay 92
Learning Multiple Choice 40, 41, 44, 46, 48 39, 43, 45, 47, 51, 42, 49 50
Objective 6.17 52
Short Answer 90
Essay
Learning Multiple Choice 53 54
Objective 6.18
Short Answer
Essay
Learning Multiple Choice 55, 56, 58 57
Objective 6.19
Short Answer
Essay
Learning Multiple Choice 59, 60, 62, 63, 65, 64, 66 61, 68, 71
Objective 6.20 67, 69, 70, 72
Short Answer
Essay
Learning Multiple Choice 73, 74, 75, 78, 79, 76, 80, 85 81, 84 77
Objective 6.21 82, 83
Short Answer
Essay
53
Section 3 Emotional and Social Development

1. Emotional self-regulation is considered __________ during early childhood.

a. very unlikely to be accomplished
b. one of the major developmental tasks
c. not possible until the child completely understands the concept of “self”
d. not likely due to the immature development of the frontal lobe areas
Answer: b
Learning Objective: 6.13 Identify advances in emotional understanding and self-regulation during
early childhood.
Topic: Emotional Regulation
psychology.
2. Which statement is indicative of the kind of emotional observation most 5-year-olds can
correctly identify?
a. “He’s happy because he got a new puppy.”
b. “He’s frustrated because he didn’t get a good grade in his math class.”
c. “She’s excited because he boyfriend texted her during her exam.”
d. “She’s anxious because she doesn’t know how to apologize.”
Answer: a
early childhood.
psychology.
3. What part of the brain is responsible for promotion of a decrease in extremes of emotions
such as temper tantrums, crying, and physical aggression?
a. the hippocampus
b. the amygdala
c. the frontal cortex
d. the cerebellum
Answer: c
early childhood.
psychology.
54
4. According to Erikson’s life span theory, early childhood is identified as __________.

a. trust vs. mistrust
b. initiative vs. guilt
c. controlled vs. uncontrolled
d. overcontrol vs. undercontrol
Answer: b
early childhood.
psychology.
5. A sociomoral emotion important to moral development in early childhood is __________.

a. sympathy
b. empathy
c. guilt
d. shame
Answer: b
Learning Objective: 6.14 Describe moral development in early childhood, including empathy,
modeling, and morality as cultural learning.
Topic: Moral Development
psychology.
6. The process by which people acquire the behaviors and beliefs of the culture they live in is
called __________.
a. socialization
b. modeling
c. social learning
d. culturalization
Answer: a
psychology.
55
7. In Schweder’s example of a custom complex, children in India have learned, by the end of
early childhood, not just that menstruating women do not cook food or sleep with their husbands,
they also __________.
a. come to believe that their mothers are lazy
b. believe that their fathers are forbidding their mothers from doing these things
c. learn that it would be morally wrong for their mothers to do those things
d. learn that it just makes sense for their mothers not to do those things
Answer: c
psychology.
% correct 94 a= 0 b= 0 c= 94 d= 6 r = .42
8. According to modeling theory, after observing multiple occasions of others’ behaviors being
rewarded or punished, children learn __________.
a. their culture’s principles of moral conduct
b. which behaviors are appropriate and which behaviors are inappropriate
c. what members of a particular culture should not be doing
d. what they need to do to be successful members of their societies
Answer: a
psychology.
9. The term that describes that individuals understand themselves as being either male or female
is called __________ while the understanding that maleness and femaleness are biological and
cannot change is __________.
a. gender development; gender roles
b. gender constancy; gender identity
c. gender identity; gender constancy
d. gender role; gender development
Answer: c
Learning Objective: 6.15 Summarize the roles that parents and peers play in gender socialization,
and explain how gender schemas lead to self-socialization.
Topic: Gender Development
psychology.
56
10. As soon as Grant started to play hopscotch with his classmate Emma, he was teased and
ridiculed by the boys in the class. Grant quickly learned that hopscotch is a form of play that is
reserved for girls and not boys. Grant’s process of learning the roles of “maleness” and
“femaleness” is __________.
a. a biological construct
b. gender socialization
c. a sex schema
d. sexual-social identity
Answer: b
solving.
11. A __________ is a gender-based cognitive structure for organizing and processing

information.
a. gender schema
b. gender awareness
c. gender self
d. gender knowledge
Answer: a
psychology.
12. What is defined as the degree to which parents set down rules and expectations for behavior
and require their children to comply with them?
a. parental demandingness
b. parental strictness
c. parenting styles
d. discipline strategies
Answer: a
Learning Objective: 6.16 Specify the four types of parenting “styles” and identify the cultural
limitations of this model.
Topic: Parenting “Styles”
psychology.
% correct 88 a= 88 b= 0 c= 0 d= 12 r = .47
57
13. What is defined as the degree to which parents are sensitive to their children’s needs and
express love, warmth, and concern for them?
a. parental demandingness
b. parental strictness
c. parenting styles
d. parental responsiveness
Answer: d
psychology.
14. The authoritative parenting style is characterized as being __________.

a. high in demandingness and high in responsiveness
b. high in demandingness and low in responsiveness
c. low in demandingness and low in responsiveness
d. low in demandingness and high in responsiveness
Answer: a
psychology.
% correct 63 a= 63 b= 19 c= 6 d= 13 r = .48
15. What is a distinctive feature of authoritative parents?

a. They are quite passive in their responsiveness.
b. They do not care whatsoever what their children do.
c. They respond with anger to their children’s questions.
d. They explain the reasons for their rules and expectations to their children.
Answer: d
psychology.
58
16. Janet characterizes herself as an authoritative parent. Her son Josh wants to eat a banana split
for dinner. Given her parenting style, how would Janet most likely respond to Josh’s request?
a. “It would be much better to eat a healthy dinner first and then have a banana split for dessert, if
you are not full.”
b. “Great, let’s go for it!”
c. “Absolutely not, under no circumstances will I allow that!”
d. “Whatever, I don’t care.”
Answer: a
solving.
% correct 81 a= 19 b= 0 c= 81 d= 0 r = .37
17. The authoritarian parenting style is characterized as being __________.

a. high in demandingness and high in responsiveness
b. high in demandingness and low in responsiveness
c. low in demandingness and low in responsiveness
d. low in demandingness and high in responsiveness
Answer: b
psychology.
18. A drill sergeant who expects his or her subordinates to follow commands without questioning
their authority is more similar to which of the following parenting styles?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: b
psychology.
59
19. Which parenting style is low in demandingness but high in responsiveness?

a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: c
psychology.
20. What type of parent rarely engages in disciplining his or her children and simply believes that
all children need is “unconditional” love?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: c
psychology.
21. If you were a permissive parent, how would you handle a child who only wanted to eat a
banana split for dinner?
a. “It would be much better to eat a healthy dinner first and then have a banana split for dessert, if
you are not full.”
b. “Great, let’s go for it!”
c. “Absolutely not, under no circumstances will I allow that!”
d. “Whatever, I don’t care.”
Answer: b
psychology.
% correct 58 a= 0 b= 58 c= 0 d= 42 r = .22
60
22. Which parenting style reflects parents’ low expectations of their children and their setting few
limits on their children’s behavior?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: d
psychology.
23. What type of parent requires little of his or her children, rarely bothers to correct their
behavior, and shows very little love or concern for them?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: d
psychology.
24. The __________ parenting style is associated with the most favorable outcomes for children,
at least by American standards.
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: a
psychology.
61
25. Pousadeth is confident and self-assured. He has high creativity and is well liked by his peers.
Beyond being the captain of the soccer team, he is also a star member of the glee club. From what
is known about parenting style, which of the following is most likely the parenting style of
Pousadeth’s parents?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: a
psychology.
26. Boys with authoritarian parents are more likely to show __________, whereas girls more
often show __________.
a. aggressiveness and unruliness; anxiety and unhappiness
b. unhappiness and anxiety; aggressiveness and unruliness
c. personality disorders and low grades; ADHD and high grades
d. ADHD and high grades; personality disorders and low grades
Answer: a
psychology.
% correct 94 a= 94 b= 0 c= 0 d= 6 r = .42
27. Nakyla is a young girl who is often anxious and unhappy. At times she has very low self-
esteem and is very fearful of new social situations. Which of the following is most likely the
parenting style of Nakyla’s parents?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: b
psychology.
62
28. Which parenting style is associated with children who lack self-control and, as a result, have
difficulty getting along with peers and teachers?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: c
psychology.
% correct 63 a= 0 b= 6 c= 63 d= 31 r = .54
29. Jordan is immature, lacks self-control, and has trouble getting along with his teacher and
other kids his age. Jordan is likely a product of __________ parenting.
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: c
solving.
30. Penn is impulsive and has quite a few behavioral problems. What parenting style is likely the
dominant style in Penn’s home?
a. authoritative
b. authoritarian
c. permissive
d. disengaged
Answer: d
solving.
63
31. It is known that parents have a significant effect on their children, but children also have an
effect on their parents; this principle is also known as __________.
a. reciprocal or bidirectional effects
b. one-way or unilateral effects
c. hypothetical or theoretical effects
d. exponential or quadrupling effects
Answer: a
psychology.
32. According to the text, an authoritative parent of an aggressive child with a difficult
temperament who ignores explanations of rules may __________.
a. try harder to come up with better explanations
b. try to be more responsive to the child
c. become more authoritarian
d. negotiate with the child more often
Answer: c
psychology.
33. In what types of cultures do parents expect that their authority will be obeyed without
question and without requiring an explanation?
a. Western cultures
b. traditional cultures
c. nontraditional cultures
d. native cultures
Answer: b
psychology.
64
34. What is the term that describes many Asian cultures’ belief that children are expected to
respect, obey, and revere their parents throughout life?
a. amae
b. filial piety
c. parental honorarium
d. familial superiority
Answer: b
psychology.
35. Which of the following is a common characteristic of both traditional Asian and Latin
American families?
a. Both groups hold respect and obedience for parents in high regard.
b. For both groups, the female is the head of the household.
c. Both groups have an overwhelmingly large number of parents who hold an indulgent parental
approach.
d. In both groups, children are taught to be autonomous, to stand on their own two feet, and to put
their own best interests before the needs of the family.
Answer: a
psychology.
36. In Latin American cultures, the authority of the parent is viewed as paramount. What is the
term that describes obedience to parents and elders, especially the father?
a. correcto
b. filial piety
c. parental honorarium
d. respeto
Answer: d
psychology.
% correct 25 a= 6 b= 50 c= 13 d= 25 r = .47
65
37. What is the term used in Latino culture that emphasizes the love, closeness, and mutual
obligations of Latino family life?
a. correcto
b. filial piety
c. familismo
d. respeto
Answer: c
psychology.
38. Many African American, Latino, and Asian American families have been classified as
authoritarian, but this is inaccurate, because __________.
a. each of these subcultural groups has its own distinctive form of warmth for their children
b. parenting style has no cultural boundaries so an accurate picture cannot be taken
c. the parents of these subcultural groups are more likely to be indulgent, having both low
responsiveness and low demandingness
d. there are too few of these subcultural groups to develop an accurate picture of the parenting
styles that these parents possess
Answer: a
psychology.
% correct 88 a= 88 b= 13 c= 0 d= 0 r = .16
39. For most cultures, it is not until __________ that discipline is used for children who do not
follow expectations or do what is required of them.
a. early infancy
b. late infancy
c. toddlerhood
d. early childhood
Answer: d
Learning Objective: 6.17 Describe the main cultural variations in how parents discipline young
children, and explain how cultural context influences children’s responses to discipline.
Topic: Discipline and Punishment
psychology.
66
40. How frequently is it employed by parents in non-Western cultures?

a. about the same as in Western cultures
b. much more than in Western cultures
c. rarely
d. never
Answer: c
psychology.
41. Which of the following is a practice that requires children to sit still in a designated place for
a period of time in an effort to reduce undesired behaviors?
a. corporal punishment
b. time out
c. reinforcement
d. amae
Answer: b
psychology.
42. Ms. Applewood has a young boy in her classroom who has behavioral problems. She has
tried multiple strategies, unsuccessfully, to reduce the number of his inappropriate behaviors.
Only one of those strategies seems to work. Which strategy is it?
a. time out
b. physical punishment
c. token economy
d. shaping
Answer: a
psychology.
67
43. __________ mothers express disappointment and withdraw their love temporarily, resulting
in the child feeling shame, a powerful inducement not to disobey again.
a. American
b. European
c. Japanese
d. Korean
Answer: c
solving.
44. __________ is a parental practice in which shame and the withdrawal of love are used to
control the behaviors of children.
a. Psychological control
b. Corporal punishment
c. Authoritative parenting style
d. An insecure attachment
Answer: a
psychology.
% correct 69 a= 69 b= 19 c= 13 d= 0 r = .58
45. American parents who use shame and withdrawal of love in early childhood have been
associated with which of the following outcomes for their children?
a. anxiety, aggression, and problems with peer relations
b. strong ego development
c. moral development, social maturity, and psychological control
d. academic success, athletic superiority, and fairness
Answer: a
psychology.
68
46. Physical punishment is also known as __________.

a. neutralizing punishment
b. negative punishment
c. capital punishment
d. corporal punishment
Answer: d
psychology.
% correct 94 a= 6 b= 0 c= 0 d= 94 r = .18
47. How frequent is physical punishment of young children in most parts of the world?
a. rarely used
b. very common
c. very rare since it is banned in most countries
d. accepted, but not used frequently
Answer: b
psychology.
48. Most countries still allow parents to spank their young children; nearly all __________.
a. encourage extreme forms of verbal punishment
b. have outlawed beatings and other harsh forms of physical punishment
c. regulate punishment techniques in “state-sponsored” courses on parenting
d. provide examples of appropriate punishment techniques for children in widely dispersed
pamphlets
Answer: b
psychology.
69
49. Your classmate has a son who just turned 4. She disciplines him with physical punishment
quite a lot, but it appears to her that she is not being very effective in her discipline style and asks
for your opinion regarding physical punishment. You tell her that longitudinal research has
discovered that physical punishment is associated with __________.
a. bullying and delinquency in the teens and spousal abuse in adulthood
b. strong will and character in adulthood
c. development of self-control and educational attainment in adulthood
d. severe psychological problems including psychosis
Answer: a
solving.
50. There are interesting cultural differences in the use of physical punishment during early
childhood. For African American children, the more physical punishment they received during
early childhood, the __________ while for White children, more physical punishment in early
childhood led to __________.
a. greater the likelihood that they would be aggressive and antisocial in adolescence; less likely
they would be aggressive and antisocial in adolescence
b. less likely they would be aggressive and antisocial in adolescence; greater the likelihood that
they would be aggressive and antisocial in adolescence
c. the more likely they would be depressed and psychologically damaged as adults; the less likely
that these children would graduate from high school
d. the less likely that these children would graduate from high school; the more likely they would
be depressed and psychologically damaged as adults
Answer: b
psychology.
70
51. Maltreatment of children characterized by ridicule, humiliation, and behavior causing trauma
to children, such as locking them in a dark closet, is called __________.
a. physical abuse
b. emotional abuse
c. sexual abuse
d. neglect
Answer: b
psychology.
52. Parental risk factors for physical abuse of children include __________.
a. poverty, unemployment, and single motherhood
b. poverty, having a high-stress job, and living in a step-parent household
c. unemployment, being a high school dropout, and being a father
d. alcoholism, poverty, and being a war veteran
Answer: a
psychology.
53. According to Margaret Mead, a child who is still cared for mainly by his or her mother, but
who spends more time with other children, is referred to as a __________.
a. lap child
b. knee child
c. yard child
d. dependent child
Answer: b
Learning Objective: 6.18 Explain the meanings of Mead’s social stages from infancy through
early childhood.
Topic: Mead’s Classifications of Childhood Social Stages
psychology.
71
54. Although he still receives a great deal of nurturance from his mother and older sisters, 4-year-
old Nate is expected to stop breast-feeding, stop asking to be held, be toilet trained, and
demonstrate good manners. According to Mead, Nate is a __________.
a. lap child
b. knee child
c. yard child
d. dependent child
Answer: b
early childhood.
Topic: Mead’s Classifications of Childhood Social Stages
psychology.
55. Which response did Whiting and Edwards (1988) find was nearly universal regarding how
older siblings responded to the birth of a younger sibling?
a. great enthusiasm and joy
b. jealousy
c. fear
d. expectations regarding being the younger sibling’s mentor
Answer: b
Learning Objective: 6.19 Identify the most common features of sibling relationships worldwide,
and describe how children with no siblings differ from other children.
Topic: Siblings and “Only Children”
psychology.
56. In the United States, what percentage of children have no siblings?

a. 5%
b. 10%
c. 15%
d. 20%
Answer: d
psychology.
72
57. Gina and Mario have decided to only have one child. Based on the text, Gina and Mario are
similar to __________ of American families who have children.
a. 5%
b. 10%
c. 15%
d. 20%
Answer: d
psychology.
58. Beginning in 1978, which country made it illegal for families to have more than one child by
initiating a “one child policy”?
a. China
b. Japan
c. Guatemala
d. South Africa
Answer: a
psychology.
59. What is the term for people with whom you develop a valued, mutual relationship?
a. peers
b. friends
c. relatives
d. siblings
Answer: b
Learning Objective: 6.20 Explain how the quality of friendships changes from toddlerhood to
early childhood, and describe the role of play and aggression in young children’s friendships.
Topic: Peers and Friends
psychology.
73
60. __________ are persons who share some aspect of their status in common, such as age.
a. Admirers
b. Confidants
c. Siblings
d. Peers
Answer: d
psychology.
61. Layla and Gregory are both 4 years old and playmates at the same daycare center. Which of
the following best describes their relationship?
a. admirers
b. confidants
c. neighbors
d. peers
Answer: d
psychology.
62. During early childhood, children’s play becomes __________.

a. more sex-segregated
b. more sex-diverse
c. less egalitarian
d. less gender defined
Answer: a
psychology.
74
63. American 4-year-olds spend approximately __________ of their play time in same-sexed
groups while American 6-year-olds spend __________ of their play time in same-sexed groups.
a. 35%; 43%
b. 40%; 52%
c. 45%; 73%
d. 4%; 79%
Answer: c
psychology.
64. Numerous studies have determined that boys’ play is characterized by __________.
a. rough-and-tumble, high-activity, and aggressive play
b. very introspective play with considerable role playing
c. quiet play with many individuals cooperatively playing
d. watching television and acting out the roles they are watching
Answer: a
psychology.
65. Numerous studies have determined that girls’ play groups engage in __________.
a. rough-and-tumble, high-activity, and aggressive play
b. quiet play, role playing, fantasy, and cooperative play
c. watching television and engaging in aggressive acting
d. competitive play in which there are clear “winners”
Answer: b
psychology.
75
66. __________ involves using aggressive behaviors to get an item that is wanted, whereas
__________ is aggressive behavior that is intended to inflict pain or harm on others.
a. Relational aggression; physical aggression
b. Physical aggression; relational aggression
c. Instrumental aggression; hostile aggression
d. Hostile aggression; instrumental aggression
Answer: c
psychology.
% correct 50 a= 44 b= 0 c= 50 d= 6 r = .63
67. What expression of aggression involves yelling, calling others names, or teasing?
a. instrumental aggression
b. hostile aggression
c. physical aggression
d. verbal aggression
Answer: d
psychology.
68. Sophia and Yvette are playing with dolls when suddenly a third playmate, Cameron, grabs
Sophia’s doll, throws it on the ground, and stomps on it, telling Yvette that Sophia’s dolls are
smelly and dirty. Cameron is demonstrating __________.
a. hostile aggression
b. focused aggression
c. bilateral aggression
d. vicious aggression
Answer: a
solving.
76
69. Which of the following best describes relational aggression?

a. using aggressive behaviors or words to get what is wanted
b. aggressive behaviors that are intended to inflict pain or harm on others
c. damaging another person’s reputation among peers through social exclusion and malicious
gossip
d. physically hitting, kicking, pushing, or striking another person
Answer: c
psychology.
% correct 81 a= 13 b= c= 81 d= 6 r = .47
70. In early childhood and throughout the life span, boys are consistently more __________
aggressive than girls.
a. socially
b. psychologically
c. physically
d. verbally
Answer: c
psychology.
% correct 50 a= 6 b= 6 c= 50 d= 38 r = .23
71. Your nephew has always had a difficult personality. He is now in early childhood and is very
aggressive. Your sister is concerned and asks you for your thoughts. You tell her that
__________.
a. she should be concerned because aggressive behavior in early childhood is a predictor of
aggression in adolescence and adulthood
b. she should not be concerned because most children in early childhood go through this phase
and will eventually stop being aggressive
c. she should be concerned, but there is nothing that she can do
d. during early childhood very aggressive children perform at superior levels in school
Answer: a
solving.
77
72. __________ is/are slightly more common in girls than boys, and __________ is/are slightly
more common in boys than girls.
a. Verbal and relational aggression; physical aggression
b. Physical aggression; verbal and relational aggression
c. Temper tantrums and crying; effortful control
d. Effortful control; temper tantrums and crying
Answer: a
psychology.
% correct 100 a= 100 b= 0 c= 0 d= 0 r = .00
73. The average American child watches __________ hours of television per day.
a. 2
b. 3.5
c. 4
d. 5.5
Answer: b
Learning Objective: 6.21 Identify the rates and consequences of media use in early childhood.
Topic: Media Use in Early Childhood
psychology.
74. In the United States, children ages 2 to 8 spend an average of __________ a day viewing TV,
DVDs, and videos.
a. 30 minutes
b. 1 hour
c. 1.5 hours
d. 2 hours
Answer: d
psychology.
78
75. Children ages __________ are especially vulnerable to the effects of TV violence.
a. 15 to 18 months
b. 18 to 24 months
c. 3 to 6 years
d. 8 to 10 years
Answer: c
psychology.
76. Five decades of research, including more than 300 studies, has led to a consensus that
watching violence on TV __________.
a. helps to dissipate aggression levels in children
b. reduces overall aggression in young children
c. increases children’s aggression
d. strangely promotes children’s helping behavior
Answer: c
psychology.
% correct 100 a= 0 b= 0 c= 100 d= 0 r = .00
77. Which statement best describes the relationship between TV violence and aggression?
a. Research has shown that watching aggression on television is only correlated with aggressive
behaviors.
b. The research is indecisive because there are too many confounding, conflicting, and extraneous
variables.
c. Researchers have shown that watching aggression on television causes aggressive behaviors.
d. There has been no research on watching aggression on television and how it relates to
aggressive behaviors.
Answer: c
psychology.
79
78. What is the number of television commercials—which consist mostly of advertisements for
toys, cereal, candy and fast food—that the average child sees per year in the United States?
a. 400
b. 4,000
c. 40,000
d. 400,000
Answer: c
psychology.
79. At what age do children understand the difference between an advertisement and an actual
program?
a. 3 years
b. 5 years
c. 7 years
d. 9 years
Answer: b
psychology.
80. Why is there a growing concern that children are watching television commercials
advertising unhealthy foods?
a. because of the international epidemic of obesity in children
b. because it makes it very difficult for parents to get children to eat their vegetables at dinner
time
c. because these foods are generally much more expensive than healthy foods
d. because they are not as interested in watching the Veggie Tales show
Answer: a
psychology.
80
81. You have a 4-year-old daughter who is interested in watching television. What is your best
option?
a. She should watch educational programs.
b. Let her select the programs that she would like to watch. This will help her become more
independent.
c. Allow her to invite her friends to watch television with her.
d. Do not allow her to watch television until she is at least 12 years old.
Answer: a
psychology.
82. American children play electronic games an average __________ a day at ages 2 to 4,
doubling to __________ minutes a day by ages 5 to 8.
a. 15 minutes; 30 minutes
b. 21 minutes; 42 minutes
c. 25 minutes; 50 minutes
d. 30 minutes; 60 minutes
Answer: b
psychology.
83. Boys are __________ than girls to play electronic games and prefer games that involve
__________.
a. more likely; fighting and sports
b. more likely; adventure and learning
c. less likely; fighting and sports
d. less likely; adventure and learning
Answer: a
psychology.
81
84. Peter loves music and is accurate in naming the latest “hit songs” of the day. Peter is likely
__________.
a. 4 years old
b. 6 years old
c. 8 years old
d. 10 years old
Answer: b
psychology.
85. It is not until __________ that children first connect musical sounds with specific emotions.
a. infancy
b. toddlerhood
c. early childhood
d. adolescence
Answer: c
psychology.

86. Describe how parents can help young children develop effortful control.
Answer: Parents should provide emotional support and physical comfort when their children are
upset. Further, parents can suggest possible emotional management strategies, and they should
model effortful control themselves.
early childhood.
psychology.
82
87. Give an example of how a 5-year-old’s inability to self-regulate would make others in his
kindergarten classroom not want to play with him.
Answer: Examples include being very impulsive and insisting that he go first all the time, calling
others names when he doesn’t get his way, and crying any time he gets upset.
early childhood.
solving.
88. Describe one way that young children (between ages 3–6) learn their culture’s principles of
moral conduct.
Answer: Examples include modeling, storytelling, and explicit teachings, such as in the Ten
Commandments.
psychology.
89. At your cousin Nick’s graduation party, you mention to your 4-year-old that Nick is going to
college to become a nurse. She immediately tells you that “boys can’t be nurses.” Provide one
explanation for her belief.
Answer: She may have only seen women depicted as nurses, and, therefore, her schema for
nurses is limited to females.
solving.
90. Describe two characteristics of children that put them at risk for being abused.
Answer: A difficult temperament and high activity level or aggressiveness put children at risk of
being abused.
psychology.
83
Essay Questions
91. Briefly describe how children learn moral rules early in life and give specific examples as
outlined in the textbook:
Answer: Some moral rules are explicitly taught via everyday conversations about such things as
the Ten Commandments of the Jewish and Christian religions. Many cultures, including the
Canadian First Nations people, Native Americans, and the Xhosa people of South Africa, teach
moral rules through storytelling.
psychology.
92. Compare and contrast the outcomes for children of authoritative parents versus those of
authoritarian parents based on research with White, middle-class families. Provide a rationale for
why parents’ behavior influenced their children in these ways.
Answer: Children of authoritative parents tend to be independent, socially skilled, self-assured,
and creative. Children of authoritarian parents tend to be less confident and less socially skilled;
boys are more aggressive and girls tend to be unhappy and anxious.
psychology.
84
93. Your textbook authors argue that “the parenting-styles model is a cultural model, rooted in
the American majority culture, and does not apply well to most other cultures.” Explain this
statement and provide at least one example.
Answer: In cultures outside the West, it had been assumed that the authoritarian parenting style
was more common than the authoritative style. However, the outcomes for children in these
cultures were not negative, as they tend to be in the West. For example, in Asian cultures, there is
a tradition of filial piety, meaning that children defer to their parents out of respect; there is no
discussion or negotiation. This does not mean that the discipline is cold. Likewise, in Latino
culture, parents and elders are given respect. Children may perceive this strict parenting style as
their parents showing they care. The same parenting behaviors seem to have different meanings
in different cultures.
psychology.
85
Revel Multiple Choice Assessment Questions

The following questions appear at the end of each module and at the end of the chapter in Revel
for Human Development, 3e.
End of Module Quiz 6.1: Physical Development: Growth from Age 3 to 6
EOM Q6.1.1
Which of the following statements regarding physical development in early childhood is true?
a) The amount of tooth decay is similar between children in developing and developed
countries.
Consider This: In early childhood most children lose their remaining baby fat. LO 6.1
Summarize the physical growth and change that take place during early childhood.
b) Girls are slightly taller and heavier than boys.
c) Physical development occurs at a more rapid pace than it did in the first three years.
d) Most children become more like adults in terms of their body proportions.
Answer: d
childhood.
Topic: Growth from Age 3 to 6
86
EOM Q6.1.2
By age 5, most children can easily sit for 10–15 minutes while a story is read aloud, whereas most
3-year-olds would be unable to sit still and pay attention for so long. This is due to the 5-year-
olds’ __________ being more fully developed than that in 3-year-olds.
a) reticular formation
b) hippocampus
Consider This: Myelination in this part of the brain is fully complete by age 5, which is
why attention span is better than it was in toddlerhood. LO 6.2 Describe the changes in
brain development that take place during early childhood and the aspects of brain
development that explain “infantile” amnesia.
c) corpus callosum
d) cerebellum
Answer: a
87
EOM Q6.1.3
The __________ allows for coordination of activity between the two hemispheres of the brain.
Consider This: Increased myelination of this area of the brain enhances the speed of
functioning throughout the cerebral cortex. LO 6.2 Summarize the changes in brain
development that take place during early childhood and the aspects of brain development
that explain “infantile” amnesia.
b) corpus callosum
c) hippocampus
d) cerebral cortex
Answer: b
Learning Objective: 6.2 Summarize the changes in brain development that take place during early
EOM Q6.1.4
Walter is a 5-year-old boy who lives in the United States. Based on the research, if he has a
nutritional problem it is most likely to be __________.
a) anemia
Consider This: This nutrient is important for the growth of bones and teeth. LO 6.3
Identify the main nutritional deficiencies and the primary sources of injury, illness, and
mortality during early childhood in developed and developing countries.
b) kwashiorkor
c) calcium deficiency
d) protein deficiency
Answer: c
88
EOM Q6.1.5
Accidental injury among young children is __________.
a) the leading cause of death for young children in developed countries
b) more common among girls than boys
Consider This: Few children in developed countries die from illness or disease. LO 6.3
c) equally common among boys and girls
d) extremely rare in the United States because of increased awareness and better
technology
Answer: a
89
End of Module Quiz 6.2: Physical Development: Motor Development
EOM Q6.2.1
In early childhood (from ages 3 to 6) __________.
a) fine motor skills are refined, but gross motor skills remain the same as they were in
toddlerhood
Consider This: In many ways, gross motor development in early childhood extends
abilities that first appeared in toddlerhood. LO 6.4 Specify the main changes in gross and
fine motor abilities during early childhood.
b) children begin to draw but their objects are not recognizable
c) children learn to climb stairs but need support to do so
d) children learn to make more hops in a row and to hop on one foot
Answer: d
childhood.
Topic: Motor Development
EOM Q6.2.2
Imagine that you have just walked into a kindergarten classroom during art time and all the
children in this particular class are 5 years old. What would you most likely see?
a) most of the children drawing something that is recognizable, such as a person or
animal
b) most of the children scribbling on a piece of paper
Consider This: Fine motor development in early childhood involves a similar extension
of skills that arose in toddlerhood, along with some new skills. LO 6.4 Specify the main
changes in gross and fine motor abilities during early childhood.
c) most of the children showing depth and realistic detail in their artwork
d) most of the girls getting frustrated because they can’t hold a crayon or paintbrush
Answer: a
childhood.
90
EOM Q6.2.3
Which of the following statements regarding left-handed children is true?
a) They likely first developed this tendency during the early childhood years.
Consider This: In some cultures, only the left hand is supposed to be used for cleaning
oneself after defecation, and all other activities are to be done with the right hand. LO 6.5
Describe the development of handedness and identify the consequences and cultural
views of left-handedness.
b) They are often praised for their uniqueness in non-Western cultures.
c) They will be more likely to learn to be right-handed in an Asian or African culture than
in the United States.
d) They will always have a left-handed twin if they are identical twins.
Answer: c
EOM Q6.2.4
One can see a preference for the use of a particular hand over the other as early as __________.
a) the prenatal period
b) infancy
Consider This: This is shown in a preference for sucking the thumb of their right or left
hand. LO 6.5 Describe the development of handedness and identify the consequences and
cultural views of left-handedness.
c) toddlerhood
hand. LO 6.5 Describe the development of handedness and identify the consequences and
d) age 5
hands. LO 6.5 Describe the development of handedness and identify the consequences
Answer: a
91
EOM Q6.2.5
Which of the following statements regarding handedness is true?
a) A premature birth is more common among left-handed infants.
b) Left-handed people are less likely to have problems learning to read than right- handed
people.
Consider This: Left-handedness has been associated with experiencing a difficult birth.
LO 6.5 Describe the development of handedness and identify the consequences and
c) Children do not show hand preference until the middle of kindergarten when they are
learning to write.
d) Left-handed people tend to have poorer verbal and math ability than right-handed
people.
Answer: a
92
End of Module Quiz 6.3: Cognitive Development: Theories of Cognitive

Development
EOM Q6.3.1
In Piagetian terms, which of the following is the principle that the amount of a physical substance
remains the same even if its physical appearance changes?
a) physical stability
Consider This: Piaget tested understanding of this concept by presenting children with
two identical glasses holding equal amounts of water and asking them if the two amounts
of water were equal. Then he poured the contents from one of the glasses into a taller,
thinner glass, and asked them again if the two amounts were equal. LO 6.6 Explain the
features of Piaget’s preoperational stage of cognitive development.
b) reversibility
c) centration
d) conservation
Answer: d
development.
Topic: Theories of Cognitive Development
93
EOM Q6.3.2
Five-year-old Marco draws a picture of a train with a smiley face and sunglasses. This is an
example of __________.
a) animism
b) sensorimotor thought
Consider This: An aspect of egocentrism, this term refers to the tendency to attribute
human thoughts and feelings to inanimate objects. LO 6.6 Explain the features of Piaget’s
preoperational stage of cognitive development.
c) centration
d) reversibility
Answer: a
development.
EOM Q6.3.3
Which of the following statements regarding theory of mind is true?
a) Researchers agree that only by age 4 do children acquire false-belief reasoning.
Consider This: Theory of mind involves the understanding that others have beliefs,
intentions, and perspectives that are different from one’s own. LO 6.7 Explain what
“theory of mind” is and the evidence for when it develops during early childhood.
b) There are large differences between children from different cultures in their
understanding of false beliefs.
c) Researchers are unable to use false-beliefs tasks to measure theory of the mind.
d) Researchers have used violation-of-expectation tasks to explore theory of the mind.
Answer: d
94
EOM Q6.3.4
Which of the following is a factor that makes cultural learning in developed countries different
from cultural learning in traditional cultures?
a) Children in developed countries are often apart from their families for a substantial
part of the day, so they don’t have as much guided participation in daily activities within
the family as children in traditional cultures do.
b) Parents in developed countries have assimilated into the culture and are not as
interested in teaching their children skills or traditions as parents in traditional cultures
are.
Consider This: Think about where children and adults spend most of their time during the
day in developed versus developing countries. LO 6.8 Identify the ways that cultural
learning takes place in early childhood.
c) Children in developed countries aren’t interested in guided participation in daily
activities the way children in traditional cultures are.
d) Parents in traditional cultures believe that their children should learn independently.
Answer: a
EOM Q6.3.5
Which of the following statements regarding cultural differences in learning is true?
a) In many cultures, children aged 5–6 are first given important responsibilities in the
family for food preparation, child care, and animal care.
b) In many cultures, children aged 2–3 are first given important responsibilities in the
family for food preparation, child care, and animal care.
Consider This: This usually happens at the end of early childhood. LO 6.8 Identify the
ways that cultural learning takes place in early childhood.
c) In many cultures, children aged 5–6 are first given important responsibilities in the
family for animal care. Other responsibilities such as food preparation and child care
come later.
d) In only a handful of cultures are children aged 5–6 given important responsibilities in
the family for food preparation, child care, and animal care.
Answer: a
95
End of Module Quiz 6.4: Cognitive Development: Early Childhood

Education
EOM Q6.4.1
As a parent of a 3-year-old, you have visited several preschool programs to determine the one that
will provide the highest quality experience. Which of the following should you look for in the
preschool that you choose?
a) regardless of formal training, the teachers are parents themselves
Consider This: In early childhood, children learn more through active engagement with
materials, rather than through formal lessons or rote learning. LO 6.9 Identify the features
that are most important in preschool quality and explain how they reflect cultural values.
b) whether teachers make good use of time by providing worksheets and flashcards to
practice numbers and letters
c) whether the teachers spend a lot of time interacting with the children, rather than with
each other
d) whether there is a large class size so that many playmates are available
Answer: c
96
EOM Q6.4.2
Which of the following statements about preschool and the Japanese is true?
a) Preschool is mainly a time for learning social skills and gaining experience being a
member of a group.
b) Learning academic skills is the number one goal of having children attend preschool.
Consider This: Preschool children in Japan wear identical uniforms, with different colors
to indicate their classroom membership. They each have the same equipment, which they
keep in identical drawers. LO 6.9 Identify the features that are most important in
preschool quality and explain how they reflect cultural values.
c) The same top reasons for young children to attend preschool are listed by parents and
preschool teachers in Japan as their counterparts in the United States.
d) Individuality is stressed from the time children enter preschool as a way to encourage
children to reach their full potential.
Answer: a
97
EOM Q6.4.3
There is a broad consensus among early childhood scholars that preschool teaching should be
based on __________.
a) repetition and rote learning to ensure the mastery of core concepts
Consider This: Research on children who attended a preschool that emphasized self-
initiated, active learning showed that they scored higher on both social and cognitive
measures than their counterparts who attended other types of preschools. LO 6.9 Identify
the features that are most important in preschool quality and explain how they reflect
cultural values.
b) building skills for science, technology, engineering, and math (STEM)
cultural values.
c) whole language learning
cultural values.
d) unstructured, hands-on experiences
Answer: d
EOM Q6.4.4
Compared to low-income children who did not participate in the High Scope Preschool Project,
children who did participate __________.
a) were more likely to be married and own their own home by age 27
b) had lower incomes at age 27, but were more likely to enjoy their work
Consider This: Participants in High Scope Preschool Project enjoyed not only academic
advantages, but social and financial benefits as well. LO 6.10 Summarize early
intervention programs and their outcomes.
c) were just as likely to drop out of high school because of the need to help support their
families
d) were just as likely to be arrested and go to prison, but to have shorter prison sentences
Answer: a
98
EOM Q6.4.5
Compared to children with low socioeconomic status who did not attend Head Start, those
children who did attend __________.
a) showed a boost in IQ and achievement from elementary school until the end of high
school
Consider This: Children in Head Start show a boost in IQ and academic achievement
after their participation in the program. LO 6.10 Summarize early intervention programs
and their outcomes.
b) had higher grades, but lower self-esteem because of the pressure to achieve
and their outcomes.
c) were less likely to be placed in special education classes
d) improved their academic performance, but were still more likely to repeat at least one
grade
and their outcomes.
Answer: c
99
End of Module Quiz 6.5: Cognitive Development: Language Development

EOM Q6.5.1
While learning language, children who learn English and other Western languages have been
shown to fast-map __________ first.
a) verbs
Consider This: These are considered more prominent in English. LO 6.11 Explain how
advances in vocabulary and grammar occur in early childhood.
b) nouns
c) adjectives
d) possessives
Answer: b
childhood.
Topic: Language Development
EOM Q6.5.2
__________ is a language’s distinctive system of rules.
a) Grammar
b) Fast mapping
Consider This: As young children add new words to their vocabulary, they also continue
to learn this. LO 6.11 Explain how advances in vocabulary and grammar occur in early
childhood.
c) Pragmatics
childhood.
d) Vocabulary
childhood.
Answer: a
childhood.
100
EOM Q6.5.3
In Berko’s classic experiment, she showed young children a picture of one figure called a “wug”
and then showed them two of these figures. She asked them to respond to the following question:
“Now there are two __________.” Berko was measuring children’s understanding of what?
a) overextension
Consider This: Although they had never heard this word before, children were able to
correctly answer with the plural form. LO 6.11 Explain how advances in vocabulary and
grammar occur in early childhood.
b) possessives
c) pragmatics
d) grammar
Answer: d
childhood.
EOM Q6.5.4
Four-year-old Nicco uses infant-directed speech when talking to his neighbor’s new baby; this
demonstrates __________.
a) overregularization
Consider This: This refers to the social rules for how to use language appropriately in
different situations. LO 6.12 Specify how children learn pragmatics in early childhood,
and identify how these social rules are culturally based.
b) fast mapping
c) pragmatics
d) existence of the language acquisition device
Answer: c
101
EOM Q6.5.5
Many studies across different cultures have found that children develop culturally-specific rules
of linguistic politeness between the ages of __________.
a) 1 and 2 years
Consider This: Learning what to say and what not to say is part of developing an
understanding of how to use the pragmatics of language in accordance with cultural
beliefs about roles and social relations. LO 6.12 Specify how children learn pragmatics in
early childhood, and identify how these social rules are culturally based.
b) 2 and 5 years
c) 5 and 7 years
beliefs about roles and social relations. LO 6.12 Specify how children learn pragmatics in
d) 7 and 9 years
beliefs about roles and social relations. 6.12 Specify how children learn pragmatics in
Answer: b
102
End of Module Quiz 6.6: Emotional and Social Development: Emotional

Regulation and Gender Socialization
EOM Q6.6.1
Which of the following statements regarding emotional regulation is true?
a) The development of the temporal lobe promotes self-regulation.
Consider This: Across cultures, expectations for emotional self-regulation increase by
early childhood. LO 6.13 Identify advances in emotional understanding and self-
regulation during early childhood.
b) Self-regulation develops earlier in boys than in girls.
c) Temper tantrums and crying decrease from age 2 to 6.
d) Different cultures have similar views about what the optimal level of emotional self-
control is.
Answer: c
early childhood.
Topic: Emotional Regulation and Gender Socialization
EOM Q6.6.2
__________ is the ability to exercise control over one’s emotions.
a) Internalizing problems
Consider This: This is considered to be one of the major developmental tasks of early
childhood. LO 6.13 Identify advances in emotional understanding and self-regulation
b) Emotional self-regulation
c) Undercontrol
d) Overcontrol
Answer: b
early childhood.
103
EOM Q6.6.3
Which of the following statements regarding moral development in early childhood is true?
a) Moral judgments tend to be based more on fear of punishment than is the case for
older children.
b) Children are not yet able to experience empathy.
Consider This: Moral judgments become more complex with age. LO 6.14 Describe
moral development in early childhood, including empathy, modeling, and morality as
cultural learning.
c) Children from different cultures learn the same moral rules.
cultural learning.
d) Children have more difficulty with perspective-taking than they did earlier in
development because of their stronger sense of self.
cultural learning.
Answer: a
EOM Q6.6.4
Which of the following statements about gender identity is true?
a) It develops much more quickly in females than in males.
Consider This: Gender identity develops much earlier than gender constancy. LO 6.15
Summarize the roles that parents and peers play in gender socialization, and explain how
gender schemas lead to self-socialization.
b) It includes an understanding that maleness and femaleness are biological.
c) It refers to the ability of children to identify themselves as female or male.
d) It develops around age 5.
Answer: c
104
EOM Q6.6.5
The way we organize and process information in terms of gender-based categories is referred to
as __________.
a) gender stereotyping
Consider This: This term is derived from Piaget’s term for a cognitive structure for
organizing and processing information. LO 6.15 Summarize the roles that parents and
peers play in gender socialization, and explain how gender schemas lead to self-
socialization.
b) gender constancy
socialization.
c) gender schemas
d) self-socialization
socialization.
Answer: c
EOM Q6.6.6
Chris realized that even though the teacher dressed up like Michael Jackson for Halloween, she is
still a female. Based on this information, one would expect that Chris __________.
a) has not yet attained gender identity, but knows the gender identity of the teacher
Consider This: A child’s understanding that maleness and femaleness are biological and
cannot change develops later than merely understanding themselves as being either male
or female. LO 6.15 Summarize the roles that parents and peers play in gender
socialization, and explain how gender schemas lead to self-socialization.
b) uses gender schemas, but does not yet understand gender constancy
c) is a 4-year-old boy
d) is a 7-year-old boy
Answer: d
105
End of Module Quiz 6.7: Emotional and Social Development: Parenting

EOM Q6.7.1
Research on parenting has found which of the following statements to be true?
a) The two main dimensions of parenting are demandingness and strictness.
Consider This: Children are affected by their parents and parents are affected by children.
LO 6.16 Specify the four types of parenting “styles” and identify the cultural limitations
of this model.
b) Children of permissive parents tend to do better in school than children of other
parenting styles because they learn to think for themselves.
of this model.
c) There are bidirectional effects between parents and their children.
d) The outcomes for children of authoritative parents are virtually identical to outcomes
for children of permissive parents.
of this model.
Answer: c
Topic: Parenting
EOM Q6.7.2
The parenting style of parents who listen receptively to opinions from their children is considered
to be __________.
a) authoritative
b) authoritarian
Consider This: These parents are high in demandingness and high in responsiveness. LO
6.16 Specify the four types of parenting “styles” and identify the cultural limitations of
this model.
c) child-centered
this model.
d) autocratic
this model.
Answer: a
Topic: Parenting
106
EOM Q6.7.3
__________ includes hitting, kicking, biting, burning, or shaking the child.
a) Sexual abuse
Consider This: Most research on the maltreatment of young children has focused on this.
LO 6.17 Describe the main cultural variations in how parents discipline young children,
and explain how cultural context influences children’s responses to discipline.
b) Emotional abuse
c) Physical abuse
d) Neglect
Answer: c
Topic: Parenting
EOM Q6.7.4
Which of the following statements regarding the use of shame as a punishment is true?
a) It is referred to as psychological control among American researchers.
b) It has been related to positive outcomes in both Western and traditional cultures.
Consider This: The use of shame as punishment appears to have different outcomes in
different cultures. LO 6.17 Describe the main cultural variations in how parents discipline
young children, and explain how cultural context influences children’s responses to
discipline.
c) It is associated with high rates of behavior problems in Japanese children.
discipline.
d) It is universally accepted as the best method of discipline because it does not include
physical punishment.
discipline.
Answer: a
Topic: Parenting
107
EOM Q6.7.5
Based on existing research, which of the following statements regarding discipline is true?
a) Western parents tend to use a lot of praise for compliant behavior.
b) Not all cultures have a system of discipline for misbehavior; some feel that children
are inherently good and do not need discipline.
Consider This: Consider how individualistic values of Western cultures and collectivistic
values of Eastern and traditional cultures would influence parenting practices. LO 6.17
Describe the main cultural variations in how parents discipline young children, and
explain how cultural context influences children’s responses to discipline.
c) In traditional cultures, it is more often the formal legal system that intervenes in cases
of child abuse.
d) Japanese mothers usually respond to their children’s misbehavior with loud
reprimands and physical punishment.
Answer: a
Topic: Parenting
108
End of Module Quiz 6.8: Emotional and Social Development: The Child’s
Expanding Social World
EOM Q6.8.1
Lucien is still cared for mainly by his mother, who just recently stopped breast-feeding. He also
spends a lot of time with his older siblings and older children who live nearby. When he is
distressed, the older children comfort him if the mother is not in the vicinity. Using Mead’s
classification, Lucien would be considered a __________.
a) knee child
b) yard child
Consider This: This stage usually occurs between ages 3 to 4. LO 6.18 Explain the
meanings of Mead’s social stages from infancy through early childhood.
c) lap child
d) neighborhood child
Answer: a
early childhood.
Topic: The Child’s Expanding Social World
109
EOM Q6.8.2
Hyejin is an only child from China. Which of the following is most likely true?
a) She has higher cognitive development than her counterparts with siblings.
b) She scores lower on likeability than her counterparts with siblings who have had to
share and negotiate.
Consider This: Regardless of where they live, only children have the advantage of not
having to share their caregivers’ resources. LO 6.19 Identify the most common features
of sibling relationships worldwide, and describe how children with no siblings differ
from other children.
c) She would be considered overindulged and selfish.
d) She has poorer social skills, but is considered more assertive than her counterparts
with siblings.
Answer: a
110
EOM Q6.8.3
Based on research, which of the following would you expect of a 4-year-old American boy in
regards to aggression and play?
a) If he is especially physically aggressive at this time in development, he will be less
likely to be more aggressive than his peers later on.
Consider This: Across cultures, relations with both peers and friends tend to become
more segregated by gender in the course of early childhood. LO 6.20 Explain how the
quality of friendships changes from toddlerhood to early childhood, and describe the role
of play and aggression in young children’s friendships.
b) His aggression is less physical than girls at this age.
c) He engages in rough-and-tumble play at recess when he is around other boys of the
same age.
d) He is much more likely than female peers his age to use relational and verbal
aggression.
Answer: c
111
EOM Q6.8.4
Which of the following would you be most likely to see 5-year-olds doing on a playground in a
Western culture?
a) girls playing catch with the boys
Consider This: Across cultures children become more sex-segregated in their play during
early childhood. LO 6.20 Explain how the quality of friendships changes from
toddlerhood to early childhood, and describe the role of play and aggression in young
children’s friendships.
b) boys playing a game to see who could throw a ball the farthest
c) boys engaging in cooperative, fantasy play
d) children playing in mixed-age groups
Answer: b
EOM Q6.8.5
Which of the following statements regarding media use in early childhood is true?
a) Children are able to connect musical sounds with specific emotions.
b) Most of the research on the effects of music has focused on very young children.
Consider This: In early childhood, children recognize songs in major keys as happy and
those in minor keys as sad. LO 6.21 Identify the rates and consequences of media use in
early childhood.
c) Girls are more likely than boys to prefer violent video games because they are striving
to achieve an independent and assertive identity.
early childhood.
d) Boys and girls spend equal amounts of time playing electronic games.
early childhood.
Answer: a
112
End of Chapter Quiz: Early Childhood

EOC Q6.1
Some countries and local areas add fluoride to the water system, which impacts children by
__________.
a) reducing rates of tooth decay
b) increasing rates of physical growth
Consider This: In developing countries, children are less likely to have diets loaded with
sugars and starches but still have a higher rate of this. LO 6.1 Summarize the physical
growth and change that take place during early childhood.
c) increasing rates of brain development
d) reducing rates of fat loss
Answer: a
childhood.
Topic: Early Childhood
EOC Q6.2
The limited memory for personal events and experiences prior to age 5 is probably due to
incomplete myelination of the __________.
Consider This: This part of the brain is involved in long-term memory. LO 6.2 Describe
the changes in brain development that take place during early childhood and the aspects
of brain development that explain “infantile” amnesia.
b) corpus callosum
c) cerebellum
d) hippocampus
Answer: d
113
EOC Q6.3
Anemia is caused by __________.
a) protein deficiency
Consider This: Consuming meats, potatoes, beets, and oatmeal can help prevent this. LO
6.3 Identify the main nutritional deficiencies and the primary sources of injury, illness,
and mortality during early childhood in developed and developing countries.
b) vitamin C deficiency
c) iron deficiency
d) calcium deficiency
Answer: c
EOC Q6.4
How does motor development change between ages 3 and 6?
a) Children are actually slower runners between ages 3 to 6 than when they were toddlers.
Consider This: Growing fine motor abilities allow children to do things their parents had
been doing for them. LO 6.4 Specify the main changes in gross and fine motor abilities
b) Children learn to throw a ball, but won’t be able to catch the ball until at least 7 years
of age.
c) Children begin to learn how to hop but will not be able to jump from a standing
position until around 8 years of age,
d) Fine motor skill development allows children to become more independent by doing
things such as putting on a coat and using a knife to cut soft food.
Answer: d
childhood.
114
EOC Q6.5
Which of the following statements about handedness is true?
a) The prevalence of left-handedness in some African countries is as low as 1%.
b) Children will not demonstrate handedness until at least kindergarten.
Consider This: Ten percent of most populations are left-handed. LO 6.5 Describe the
development of handedness and identify the consequences and cultural views of left-
handedness.
c) Identical twins are more likely than ordinary siblings to be similar in handedness.
handedness.
d) There is no genetic component to handedness; it is based purely on one’s environment.
handedness.
Answer: a
EOC Q6.6
__________ is the inability to distinguish between your own perspective and another person’s
perspective.
a) Animism
Consider This: Piaget and his colleague devised what they called the “three mountains
task” to test this. LO 6.6 Explain the features of Piaget’s preoperational stage of cognitive
development.
b) Egocentrism
c) Reversibility
development.
d) Centration
development.
Answer: b
development.
115
EOC Q6.7
Which of the following statements regarding theory of mind is true?
a) Children show a decrease in this ability from 4 to 6 years of age because they are
becoming more independent.
Consider This: By age 3, children know it is possible for them and others to imagine
something that is not physically present (such as an ice cream cone). LO 6.7 Explain
what “theory of mind” is and the evidence for when it develops during early childhood.
b) It can only be measured after children can speak well.
c) Toddlers show evidence of having theory of mind.
d) A child who demonstrates theory of mind is not yet able to think about thinking.
Answer: c
EOC Q6.8
According to Vygotsky, cultural learning skills, such as learning to set the table in a developed
country or to help prepare food in a traditional culture, __________.
a) develop as part of a social and cultural process
b) must be learned in the sensorimotor stage first or they never fully develop
Consider This: Young children have the capacity for learning culturally specific skills.
LO 6.8 Identify the ways that cultural learning takes place in early childhood.
c) cannot be appropriately acquired until late childhood
d) usually develop best if they take place in a formal setting
Answer: a
116
EOC Q6.9
When Lillard compared one group of children that had attended a Montessori preschool to
another group that attended other types of preschools, the non-Montessori group __________.
a) had not expressed an interest in applying to Montessori schools
Consider This: This was a crucial aspect of the study design. LO 6.9 Identify the features
b) were hand-picked to attend the non-Montessori school
c) had originally applied to Montessori schools but were not able to enter due to space
limitations
d) were hand-picked to attend the Montessori school
Answer: c
EOC Q6.10
A consistent pattern in early intervention programs such as Head Start is that the early gains in IQ
and achievement __________.
a) fade within 2 or 3 years of entering elementary school
b) continue to increase throughout middle school
Consider This: Children in the program typically enter poorly funded, low-quality public
schools after their Head Start experience. LO 6.10 Summarize early intervention
programs and their outcomes.
c) continue, but only for females
d) continue throughout the lifespan
Answer: a
117
EOC Q6.11
Which of the following statements regarding young children’s use of grammar is true?
a) It is entirely dependent on formal instruction in preschool.
Consider This: Children’s brains are built for learning language. LO 6.11 Explain how
b) It develops more slowly in developed than developing countries.
c) It develops simply by hearing and using the language in daily interactions.
d) It does not develop until kindergarten.
Answer: c
childhood.
EOC Q6.12
Which of the following statements about pragmatics is true?
a) Children will not learn pragmatics until they enter school.
Consider This: In order to use language effectively, children must learn not only
vocabulary and grammar but also the social rules. LO 6.12 Specify how children learn
pragmatics in early childhood, and identify how these social rules are culturally based.
b) Only a few cultures have words that are classified as “bad words” that are not
supposed to be spoken, especially by children.
c) Many studies across different cultures have found that children develop culturally-
specific rules of linguistic politeness between the ages of 1 and 2 years.
d) By age 4, children are more sensitive to the characteristics of their conversational
partner and will adjust their speech accordingly.
Answer: d
118
EOC Q6.13
A key reason why emotional outbursts decline in early childhood is that children __________.
a) learn strategies for regulating their emotions, in a practice known as effortful control
b) have a more sophisticated theory of mind at this age
Consider This: Parents can help young children develop this by providing emotional and
physical comfort when their children are upset. LO 6.13 Identify advances in emotional
understanding and self-regulation during early childhood.
c) at this age are no longer at risk for externalizing problems
d) have learned the skill of overcontrolling their emotions
Answer: a
early childhood.
EOC Q6.14
Which of the following statements describing moral development in early childhood is true?
a) Children at this age are not capable of reasoning in terms of fairness considerations.
Consider This: Moral rules are sometimes taught explicitly and sometimes through
stories. LO 6.14 Describe moral development in early childhood, including empathy,
b) Socioemotional emotions such as shame and pride first appear.
c) Perspective-taking and being able to understand how others think and feel make
children more empathic at this age.
d) Young children inherently know the rules and expectations of their culture without
needing to be taught.
Answer: c
119
EOC Q6.15
The process by which people seek to maintain consistency between their gender schemas and
their behavior is referred to as __________.
a) gender identity
Consider This: Boys become quite insistent about doing things they regard as boy things
and avoid doing things that girls do. LO 6.15 Summarize the roles that parents and peers
play in gender socialization, and explain how gender schemas lead to self-socialization.
b) gender constancy
c) self-socialization
d) self-regulation
Answer: c
EOC Q6.16
__________ parents are low in both demandingness and responsiveness.
a) Authoritative
Consider This: They require little of their children and rarely bother to correct their
behavior or place clear limits on what they are allowed to do. LO 6.16 Specify the four
types of parenting “styles” and identify the cultural limitations of this model.
b) Authoritarian
c) Disengaged
d) Permissive
Answer: c
120
EOC Q6.17
Which of the following statements regarding parental discipline is most accurate based on
existing research?
a) In Western majority cultures the approach to discipline in early childhood tends to
emphasize the authoritarian style.
Consider This: Different cultures have their own forms of warmth and control. LO 6.17
b) All cultures require children to learn and follow cultural rules and expectations, and all
cultures have some system of discipline for misbehavior.
c) Providing explanations to their children is most common among non-Western parents
who spend more time with their children than do American parents.
d) Research has shown that time out is not effective for young children with behavioral
problems.
Answer: b
EOC Q6.18
Margaret Mead designated children aged 0–2 with the term __________.
a) knee child
Consider This: These children need constant care. LO 6.18 Explain the meanings of
Mead’s social stages from infancy through early childhood.
b) lap child
c) carry child
Consider This: These children need constant care. LO 6.18 Explain the meanings of
d) yard child
Consider This These children need constant care. LO 6.18 Explain the meanings of
Answer: b
early childhood.
121
EOC Q6.19
Which of the following statements regarding siblings is true?
a) A gap of 4 to 8 years between children is common in many cultures across the world.
Consider This: Young children also express positive emotions, such as love, to their
younger siblings. LO 6.19 Identify the most common features of sibling relationships
worldwide, and describe how children with no siblings differ from other children.
b) “Only children” are maladjusted, meaning they are more prone to depressive behavior
disorders.
c) Jealousy is a common response to the birth of a younger sibling across cultures.
d) Research has shown that young children with older siblings have a more advanced
theory of mind than those who are only children.
Answer: c
EOC Q6.20
__________ aggression is when a child wants something and uses aggressive behavior or words
to get it.
a) Instrumental
b) Relational
Consider This: Examples of wanted items are toys, food, and attention. LO 6.20 Explain
how the quality of friendships changes from toddlerhood to early childhood, and describe
the role of play and aggression in young children’s friendships.
c) Hostile
d) Verbal
Answer: a
122
EOC Q6.21
Which of the following statements regarding watching TV during young childhood is true?
a) It has not been associated with any positive effects on development.
Consider This: The most popular shows among young children are the ones made
especially for them. LO 6.21 Identify the rates and consequences of media use in early
childhood.
b) It is a popular leisure activity all over the world.
c) It has been correlated with aggressive thoughts and behaviors, but only among males
who were already extremely aggressive before viewing.
childhood.
d) It has not been studied experimentally, and therefore no conclusions about causation
can be made.
childhood.
Answer: b
123
Another random document with
no related content on Scribd:
dread of what his demon-wife might take it into her head to do now
she was foiled in her cherished ambition for her child. He had
brought a beautiful basket of roses for Mrs. Lauriston, and he
insisted on paying for their tickets himself, to save poor Nouna what
he thought might be the shock of travelling second-class. When, as
the train started, Nouna saw that, on shaking hands with her
husband, the Colonel’s eyes grew moist and kindly, she relented,
and leaning far out of the carriage window, bestowed upon her
amazed and unwilling father a kiss which, being justified only by that
relationship which he was trying so hard to conceal, was scarcely
less unwelcome than a charge of grapeshot.
The train was out of sight before he recovered a degree of
serenity, which was shaken immediately afterwards by a glimpse he
caught, as he was leaving the station, of a tall, lean man wearing a
red fez, who came out by a different door, and crossing the inclosure
in front with quick strides, was lost to his sight among the crowd in
the Strand. Although George had not informed him of all he feared
from Rahas, he had told him enough about this dark-skinned agent
of Chloris White’s to make the Colonel suspect that with all their care
they had not succeeded in evading her evil vigilance. At first he
thought he would warn George, but reflecting how common foreign
headgear of all sorts is in London, he decided that he had not
enough grounds for disturbing so soon the poor fellow’s sense of
security.
With their arrival in Paris began the third era in the married life of
George and his wife. Nouna’s delight in the bright city was so great
that at first the fact of having to live in two small rooms on the fourth
floor of a house in a narrow street off the Boulevard Poissonnière
was of no account compared with the knowledge of the pleasures
that lay outside, the walks along the lighted boulevards in the
evening before the shops were shut, the expeditions in a tramcar to
the Bois de Boulogne or Saint Cloud, above all the Sunday trips
upon the Seine on a steamer, all joys within the reach of a most
modest purse, were delirious excitements to her susceptible
temperament, in the first ecstasy of which the handsome house at
Kensington, the tropical plants, the supper parties, even the services
of her servant Sundran, were for the time forgotten. On one
memorable Sunday they indulged in a drive round the Bois in a
fiacre, and in ices at the little châlet restaurant opposite the cascade,
where the lower middle-class brides come in all their bravery of white
satin and long veil and orange-blossom wreath, looking coquettish,
happy, and at ease in the unaccustomed attire which an English girl
of the same class wears with such shamefaced awkwardness. To
Nouna that day gave a glimpse of Paradise: the fiacre was more
comfortable than her victoria in London had been, Hyde Park could
not compare with the Bois, the passers-by amused, the ice
intoxicated her. When the sunshine had faded into twilight, and they
had driven back home through the lighted streets, she climbed up
the long flights of stairs, still in a silent ecstasy, and sat down in a
little low chair George had bought for her, seeing nothing in the
gloom but moving carriages, and small trees growing thickly round a
lake that glittered in sunshine, and pretty mock châlets and a
ridiculous little waterfall that fell from nothing into nowhere.
Presently she got up and went out on to the broad balcony which,
encroaching upon the size of the rooms, was yet the chief charm of
this little home under the roof. She had hung one corner of it with
curtains, and George had contrived a canvas awning under which,
when the weather was fine, she spent most of the hours of his
absence. Her husband watched without following her as she leaned
upon the rail and looked out at the yellow glow in the west which
could still be seen behind the housetops. Suddenly she turned and
came back to him. Standing just within the window with her back to
the fading light, her face could not be seen; but her voice rang out
with a strange vibration as she called to him, holding her arms
towards him:
“George, why don’t you come out to me?”
He was with her in a moment, found her trembling and dry-lipped,
and tried to persuade her to lie down while he called to the old
woman from whom they rented the rooms, to prepare their supper.
But Nouna shook her head, and insisted on his remaining with her by
the window. Yes, she was tired, she admitted, but she wanted the air;
she would go out on the balcony again if he would go with her. As
she seemed to desire it, he let her lead him out, all the time keeping
her eyes fixed in a remarkable manner immovably on his face.
“Look out,” she said, “at the sky—at the houses—at all you can
see.”
He let his gaze pass obediently from her face to the pale-starred
sky, the grey-blue of which was merging into the last red rays of the
disappearing sunset: to the house-roofs and chimney-pots, of which
they had a good though not an extensive view, to the street below,
with its little globes of yellow light, and the dark specks which were
all he could see of the moving passengers. Then he turned to her
curiously.
“Well, little one, I have looked at everything.”
“And you see nothing—nothing strange at all?”
“There’s a tabby cat two roofs off,” said the prosaic male
doubtfully.
“No, no,” she interrupted impatiently, still without moving her eyes
from his face. “Down below us—on the opposite side—a little to the
left—in the black shade.” Her voice had sunk gradually into a
whisper. Then she stopped.
“Well, I see nothing.”
“Not at the house where they have a floor shut up?”
George stepped forward and leaned over the rail of the balcony as
she had done, Nouna following closely and clinging to his hand. On
the opposite side, about three doors down, there was a flat on the
third floor which had borne during the first days of their residence in
Paris a large board inscribed ‘A louer.’ George saw that the board
was gone, and that one of the shutters was thrown back.
“Oh, I see they’ve let it. Well, there’s nothing to be frightened
about in that, my child.”
“You don’t notice anything else—anything strange—you don’t see
any—person?”
George started, and looked down again with searching eagerness
along the line of dead-eyed shuttered windows.
“No, child, there is nobody.”
Nouna heaved a long sigh, and looked timidly down through her
husband’s arm.
“No, it’s—gone,” she whispered.
“What is gone, dear? Tell me what you saw,” said George
caressingly, as he drew her back into the little sitting-room, where a
lamp now shed its soft light over the white table-cloth, and Madame
Barbier, who adored the picturesque young English couple, was
arranging the supper in a dainty and appetising fashion.
Nouna rubbed her eyes, and clinging to her husband’s arm, let the
words of her recital drop from her lips in a slow, hesitating and
faltering manner, as if she were fast asleep, and her brain were
working sluggishly under the half-paralysing influence of a will
stronger than her own.
“I was sitting in here,” she said, “and thinking of all the happiness
we have had to-day—the soft air and the warm sun, and your kind
eyes upon me, and all the lovely things we saw—the beautiful ladies
and the shining water, and the lights among the trees in the Champ
Elysées when we came back. And all at once,” her hands tightened
their hold upon his sleeve, “I felt that I must get up and go out—there
upon the balcony; and I looked out at the sky right in front where it
was yellow like flame, and all the pretty pictures of the day I saw
quite plainly still in my mind. But then—I don’t know how—I felt my
eyes drawn down from the bright sky, and there down below me—to
the left, I saw all black gloom, and in it I seemed to see Rahas’ room
in Mary Street, with all the pretty toys and bright shawls about just as
he used to put them for me to look at. And in the middle Rahas
himself, only not kind and gentle as he used to be, but with a wicked
cruel face, and burning eyes that frightened me. And I felt afraid, as
if I could have screamed. It seemed so strange, for even when he
used to look fierce, as he did sometimes, I never minded, and I was
never frightened. Was it a dream, George, that I saw? And if it was
only a dream, why was I afraid?”
Chiming in so appropriately with his own fears, this vision or fancy
of Nouna’s disturbed George a little. He calmed her excitement as
well as he could, and found some comfort in the fact that the crafty
Oriental had appeared to her, not as the kindly friend he had always
professed to be, but as a person inspiring horror. This seemed the
more remarkable as George had never mentioned the name of
Rahas to his wife since their wedding-day; he came, after a little
reflection, to look upon the vision as a proof of the new sympathy
which Nouna began to show with his own feelings, and to rejoice in
the fact that as the bond between him and his wife grew stronger
under the influence of his patient tenderness, the power of any
enemy to disturb their happiness was proportionately lessened. This
home peace, which was attaching Lauriston to his young wife more
strongly every day, was the more grateful to him, as his duties at the
Bank were rendered as irksome as possible to him through the
prejudice of his chief, Mr. Gurton, who never forgave the rejection of
his own candidate for the junior clerk’s post, and who scarcely
concealed his wish to find against him some lawful ground of
dissatisfaction. This George was careful not to give.
Mr. Gurton was one of those disagreeable brutes who seem to be
created as foils to show up the amiability and sweetness of ordinary
humanity. He was offensive to his few friends; he was unendurable
to the far greater number of people whom nothing but necessity
threw in his way. But as a man of business he was clear-headed,
shrewd, and enterprising, so exact and penetrating that even if he
drank, as his many detractors alleged, there seemed to be no
particular reason why he should not, as his business faculties could
not be said to be less keen at one time than at another. He hated
Lauriston from the first, bullied him on the smallest or on no
occasion, and did all in his power to induce the young fellow to throw
up his appointment. George took soft words and sour with dogged
quietness, and applied himself with all the energy of his character to
mastering every detail connected with his new profession, as
serenely as if incivility had been his daily bread for years. As a
matter of fact, the discourtesy and fault-finding of his chief did not
trouble him much; he looked upon Gurton, not without reason, as an
ill-bred brute whom one could only turn to account by noting the
methods by which he had attained such a splendid dexterity in the
management of affairs, and by thus considering him in the light of a
noisy machine it was easy to take the sting out of his insults. At the
same time this constant friction or avoidance of friction in his
business life made home and wife doubly dear and sweet to him.
On the day following Nouna’s strange vision on the balcony, he
came home at the usual time, and asked her whether she had had
any more “waking dreams.” She answered, reluctantly and shyly,
that she had not been on the balcony at all that day. George laughed
at her, and told her she should go with him, as the presence of such
a coarse creature as a man was a sure preventive of visions. She
allowed him to lead her out, being quite brave with the combined
forces of husband and sunlight. When they got on the balcony,
however, and looked to the left at the house where Nouna had
fancied she saw Rahas, a sight met their eyes which, whether a
coincidence or not, was strange enough to deepen the unpleasant
impression of the evening before.
For the shutters of the uninhabited third floor were now thrown
back, and outside the balcony hung a long strip of white calico with
this inscription in broad blue letters: “Bazar Oriental.”
George and Nouna read the words, and looked at each other in
troubled amazement.
“I’ll have this cleared up to-night,” thought George to himself.
CHAPTER XXVI.
When, true to his determination, George Lauriston visited the new
establishment that evening and insisted on seeing the proprietor, an
explanation offered itself which robbed Nouna’s vision of most of the
mystery attaching to it. For a dapper little Frenchman, who tried to
live up to his obviously assumed business title of Ben Hassan by
wearing a scarlet fez and a pair of Turkish slippers, immediately
appeared behind the servant who opened the door, and announcing
himself with a flourishing bow as the proprietor, thrust into
Lauriston’s hand a business card, and begged him to inspect his
stock, adding that perhaps Monsieur would do him the honour to
inaugurate his business and bring him good luck by purchasing
some trifle. George consented. The Oriental bazaar consisted of
three rooms fitted up with trestles on which were placed trays full of
trumpery, gilt sequin necklaces, cheap scarves, and other so-called
Eastern wares, such as may be bought for a very small sum in the
smaller shops along the Rue de Rivoli. George bought a little feather
hand-screen, obviously an “article de Paris,” and returned to his wife
quite satisfied that it was the sight of Monsieur Ben Hassan’s red fez
at one of the windows which had conjured up in her excited
imagination the ground-floor in Mary Street and its younger
occupant.
In order to convince his wife of her mistake, George took her next
day to the establishment of Monsieur Ben Hassan, and was pleased
to find that the nervous fear which had haunted her since her
supposed vision faded away in the amusement of turning over the
cheap trinkets and toys around her, as the obsequious proprietor, an
active and voluble little Parisian, who would have been invaluable as
a showman at a country fair, encouraged her to do. George asked
him, to satisfy Nouna, whether he had not had a friend with him on
the balcony two evenings before, a foreign gentleman, in whom, he
said, he thought he recognised an old acquaintance. Ben Hassan
said No, he had been working by himself to prepare his “Bazaar” for
opening on the following day, and he had been alone except for the
occasional assistance of the servant. He admitted also, with a
charmingly candid shrug of the shoulders, that his name of Ben
Hassan was assumed, that in private life he was simply Jules
Dubois, and that there was no gentleman in the business who came
from further East than the Faubourg Saint Antoine.
Nouna, to tell the truth, hardly listened to this explanation. She
was at heart still so much a child as to find, in trying on Tunisian
earrings at a franc and a half a pair, and gold crescent brooches that
could not be warranted to retain their colour a second time of
wearing, as much pleasure as she had felt, a few weeks back, in
decking herself with her wedding diamonds. Noticing this, the artful
Ben Hassan informed the lady that he expected, in the course of a
few days, a consignment of Indian jewellery which would be well
worthy of Madame’s attention, as it was the most marvellously cheap
and beautiful assortment that had ever been seen in France.
Nouna’s face glowed with interest, which was repressed for the
moment by her husband, who said coldly that Madame did not wear
imitation jewellery; a statement which seemed calculated to be
received with doubt, as Madame, now hung from head to foot with
gilt chains and spangled handkerchiefs, was evidently very well
satisfied with herself. However, the tactful Parisian bowed low and
apologised, humbly observing that the wares in question were
continually mounted, by desire of well-known ladies of the Boulevard
Saint Germains, with real gems of the highest value. Nouna divested
herself of the trinkets with manifest regret, and was with difficulty
persuaded by her husband to buy a string of sandalwood beads
instead of the barbaric rows of eye-dazzling brass on which her
choice had first fallen. George was rather shocked; a taste for cheap
finery in his wife seemed quite a new and startling development. As
soon as they got on the stairs outside he said, in a low and puzzled
voice:
“You wouldn’t really care to have those gimcrack things, would
you, Nouna?”
She wanted to sit down on the stairs and take the paper off her
beads: stopping in the act, she looked up at him with a laugh, but yet
showing a gleam of serious meaning in her red-brown eyes.
“Why not, if I can’t have real ones?” she said with a note of pathos
in her voice. “If I had rich things I should sell them to give you
money. But these poor ones I can keep and do you no harm.”
And George had a lump in his throat, as he often had now at
innocent speeches like this from his wife, which showed the
dawnings of a new womanly sympathy with him side by side with the
old childish love of finery and glitter.
She showed, by certain impulsive remarks in the course of the
next few days, a deep interest in the “marvellously cheap and
beautiful assortment of Indian jewellery,” of which the sham Arabian
had spoken; and when, towards the end of the week, Monsieur Ben
Hassan called one evening, not, as he assured the young
Englishman, with the intention of persuading him to buy the mock
gems which he had been informed Madame did not wear, but merely
to justify in the eyes of Monsieur the praises which he had lavished
on his own wares, Nouna showed so much eagerness to see them
that George had not the heart to deny her the pleasure. Ben Hassan
proceeded, by the light of the lamp which stood on the table amidst
the remnants of the dessert, to unfasten a little flat box which he
carried, to take out a layer of cotton-wool, and to display, against the
velvet lining, rows of flashing white gems which caused Nouna to cry
out with irrepressible admiration and longing.
“I flatter myself,” said the Parisian, laying the box on the table and
retreating a few paces with a bow, as if trusting his wares to speak
for themselves, “that there is not another firm in France which can
produce such a class of jewel for the same price.”
“Yes, yes,” said George hastily, with a shrewd guess that to see
these sparkling ornaments hidden away again in the little box and
carried off without leaving her so much as a single gem to remember
them by, would break Nouna’s heart. “But they are only sham jewels,
Monsieur Ben Hassan, and a lady who has had diamonds of her own
could not condescend to wear these.”
Nouna, who was leaning over the table, fingering the ornaments
delicately, and considering them with the intelligent interest of a
connoisseur, glanced up at her husband with a twinkle of demure
humour in her eyes, and instantly returned to her amusement with
condescension so infinite that it was not to be distinguished from the
most extravagant admiration. The astute Ben Hassan saw the look,
and bowed again with great humility.
“Monsieur, it is true an imitation is but a poor thing when you know
it is an imitation,” he said with shoulders raised and hands
outstretched in modest pleading. “But I appeal to Madame, who is
evidently a judge, if she would have known these stones from real
ones?”
Nouna hesitated, then quietly picked out a pair of diamond solitaire
earrings, and held them out under the lamp in her little pink palm.
“I should not have known these from real ones,” she said
doubtfully, and she looked up with an inquiring glance into the
Parisian’s face.
Ben Hassan drew himself up with much satisfaction.
“You hear, Monsieur,” he said proudly, “Madame would not have
known these earrings from real diamonds, and the cost of the pair is
only ten francs!”
“Ten francs!” echoed Nouna with incredulous delight.
And as she turned to her husband with a low murmur, “Oh,
George!” the paymaster saw that he was doomed. Without further
show of resistance he paid the ten francs, and signed to the bowing,
smirking Ben Hassan to pack up his traps and take himself off, which
the Parisian did, departing with a torrent of high-flown thanks for their
patronage and with every appearance of being highly satisfied with
the transaction. So contented did he seem indeed, that so soon as
the door closed behind him, and Nouna rushed into the bedroom to
try on her purchase, George instinctively took stock of all the
portable property which had been within the lively Ben Hassan’s
reach, to make sure that his ostensible occupation had not been a
cover for a predatory one. He had scarcely reassured himself on this
point when Nouna rushed in like a radiant little fire-fly, her new
ornaments twinkling in her ears, her eyes dancing with mysterious
excitement, her dress changed from a simple muslin to a ball-dress
of yellow gauzy material in honour of her brilliant bargain. She flitted
up to him almost breathlessly, and pulled his head down to her level
that she might whisper into his ear a communication which appeared
to be of vital importance.
“Do you think,” she suggested solemnly, “that he could have made
a mistake, and that they are real?”
George laughed, and said No, he did not think it at all likely,
whereupon she was silent for a little while, and then began again in
the same tone, but with much hesitation.
“You know, George, he told me that day we went to his bazaar that
he had some real diamonds in his stock, and said that, that——”
“Well, that what?” asked her husband, keeping his voice at a
gently subdued pitch, with a intuitive feeling that a confession was
coming.
“That if I would call in—some day—by myself—he would show
them to me.”
“By yourself!” cried George, all his blood on fire in a moment.
Nouna seemed at once to become a mere terror-struck heap, and
her husband saw his fatal mistake.
“Did you go? Did you ever go?” he asked in the softest tones he
could produce. But for a few minutes she was too much frightened
even to speak, except for a muttered, “No, no, no,” as she shook and
shivered. When at last by patient gentleness he had mastered her
fear, he extracted from her, little by little, the avowal that she had met
Ben Hassan one day outside the door of the house where he lived
as she was returning home from her marketing, and that he had
persuaded her to go up stairs and see some diamonds he had just
received. At the door, however, Nouna declared that she had been
frightened by hearing another man’s voice inside, and had refused to
go in, and that Ben Hassan had brought out some earrings to show
her, and had declared that if she would like to take a pair he would
be satisfied with only a small payment to start with, and she could
pay off the rest in instalments at her convenience.
“But I was frightened, and would not, and I tossed his hand up with
the diamonds, and they fell on the floor and on the stairs, and I ran
down and left him, and have never seen him since until this
evening,” finished Nouna, hurrying to the end of her confession. “And
I know it was wrong to go up, but I didn’t go in. And now I have done
all I could by telling you everything. And you can take the earrings
back if you like, only don’t be angry with me, because I can’t bear it.”
She burst out crying hysterically, and it was some time before she
was calm enough for her husband to be able to ask her one more
question. Did she know the voice of the man she heard talking inside
the bazaar? At first she professed she did not, but presently she
acknowledged, when asked whether it was like the voice of Rahas,
that she thought it was. Then George was very sweet to her, and
said she mustn’t trouble herself any more about the matter, that she
was a very good dear girl to tell him everything, and that it would
have been better still if she had told him at first; that she must give
up the earrings, as it was evident the man was a treacherous beast
who might get them into trouble. He added that she was tired, and
must go to bed, and fall asleep as fast as she could, and dream of
the real jewels she should have some day if she continued to be the
sweet and good little wife she now was. And so, amidst tears from
the wife and consoling kisses, the little shining ear-studs were taken
out, and George having become by this time a promising lady’s
maid, brushed out her curls for her, and tucked her up in bed, as
composedly as if nothing in the world had happened to disturb the
calm course of their daily life.
But no sooner was his wife thus disposed of than George, saying
he must write a letter and take it to the post, went out of the
bedroom, closed the door, and after waiting just long enough, as he
thought, to make Nouna think, if she was listening, that he had
written a letter, he went out and down the stairs. But Nouna had too
much native subtlety herself to be easily tricked. As soon as she
heard the outer door of the flat close, she leapt out of bed, muffled
herself up in a wrapper, and stepped out on to the balcony. She
could see that there were lights in the rooms occupied by the
Oriental Bazaar, and that the shadows of men passed and repassed
quickly on the inner side of the striped blinds. Leaning over the iron
railing, she watched in much excitement for her husband’s
appearance in the street below. In a very few minutes she heard the
wicket-gate in the porte cochére open, saw George cross the street,
and enter the house where Ben Hassan was established. She could
have cried out to him from where she stood, frozen by a great terror
lest these men, whom he had gone to punish, should be too strong
for him and should do him harm. But then, would they dare, would
they be able, even if they dared, to hurt him, the king of men? Little
by little the seed sown by patient kindness, by conscientious effort,
was moving in the earth and beginning to show itself alive. George
was not now merely the handsomest, straightest, gentlest of voice
among the men she knew, he was also the one person who never
did wrong, who if he was angry proved in the end to have what she
acknowledged to be a just cause at the bottom of his anger, whose
rather surprising notions of what one ought and ought not to do were
at least simple when one came to know him well; and whose opinion
was now beginning to have so much weight with her that this
evening it had even urged her in the strangest way to break through
her habits and make an uncomfortable confession of her own
accord. So she reasoned, arguing with herself as he crossed the
road whether or not she should try from the height of the fourth floor
to attract his attention. It would not be difficult, she felt. The influence
she was secure in possessing over him would make him stop and
look up at a call of her voice such as would scarcely be heard by the
neighbours in the adjoining flats. Suddenly she drew herself erect, a
thrill of passionate pride vibrating through her heart, and she laughed
aloud and stretched her little hands to the dark sky.
“He does not need my help, for he is one of God’s own sons,” she
whispered, and looking up steadily into the eye of night she waited,
with heart beating violently, but with head erect in valiant confidence.
He had to get up those long flights of stairs, but he would not be
long, she knew. She counted the steps he would take, picturing him
with grave, earnest face, wearing that look which, when she had
done something of which he disapproved, made her want to slide
along against the wall with her head turned away from him. The
entresol, first floor, second floor; surely by this time he must be at the
third. She clenched her fingers till the nails made red marks in her
soft palms, and strained her eyes in keen staring at the striped
blinds. The moving shadows behind them had disappeared. Ben
Hassan and Rahas—if it was he—had gone to the door when the
sharp ring came at the bell. Nouna held her breath. Surely, surely,
she heard sounds from the rooms; yes, yes, a noise of something
overturned, and then the lights were put out. The moment after, one
of the windows was burst open with a crash, and two people, whose
figures she could only see dimly in the darkness, sprang quickly, the
one after the other, out on to the balcony, climbed over on to that of
the next house, and disappeared through one of the windows. Then
there was silence for a time which seemed long to her, and she saw
a dim light reappear in the windows of the Oriental Bazaar. She
guessed that it was her husband, searching; in a few minutes the
light moved, and disappeared. She watched until she saw him
reappear in the street below, then she went back into her room, and
crept into bed again. When he came softly into the room, holding a
candle he had lit in the next room, he crept up to the bedside and
shaded the flame to look at her. As he did so, her face quivered, and
he touched her forehead lightly with his fingers. The muscles of her
mouth instinctively relaxed, and by the thrill that ran through her
frame and communicated itself to his he knew that she was awake.
“You are cold, dearest,” he whispered.
She sprang up, wide awake, full of life and love, with the bright
blood rushing up into her cheeks, and tender, passion-dark eyes.
“No, no, not now, not now,” she cried incoherently, as she threw
her arms about him. “I was cold when I thought you were going to
face those wicked men, all through my foolishness. But now you are
safe I am warm, warm, and listen, George, I am always going to be
good and tell you everything, so that you may never get into danger
through me any more.”
But George was frightened, for her feet were cold as marble, and
her lips hot and parched, and he sat up a long time beside her, afraid
lest her imprudence should have brought on a fever. Next morning
she insisted against his will on getting up. She did not feel well and
was very fanciful, astonishing him by the announcement that she
wanted to go to church. The day being Sunday, the Oriental Bazaar
was closed, and there was nothing for George to do but to gratify her
desire. He wished, as in duty bound, to take her to the English
church; but Nouna was not particular to a creed, and she had set her
heart on going to the Madeleine. So, with some scruples of
conscience, he took her to High Mass; and as she remained
perfectly quiet and attentive during the entire service, he comforted
himself with the reflection that, as what he had been taught to call
the “errors of Rome” were matters of the deepest ignorance and
indifference to her, it was hardly an ethical mistake to let her see
religion in an attractive light. When they came out he asked her
rather curiously what she thought of it.
“Oh, I liked it very, very much; I shouldn’t mind going to church
there every day,” she answered with enthusiasm.
“Why,” said George, “the service isn’t much more beautiful than
that at St. ——’s,” and he named an English ritualistic church to
which he had twice taken her in London.
“There is a difference,” she said thoughtfully.
“Well, what is it?”
Nouna considered a moment. “You know those friends of yours
that you took me to see acting in a piece at Saint George’s Hall?”
“Yes; well?”
“And then I saw the same piece acted at the Court Theatre just
before we left London?”
“Yes.”
“Well, the difference is just like that.”
George laughed. “I’ve heard people say something like that
before, Nouna.”
“Isn’t it right, then?”
“I don’t know, dear.”
“George, may I be a Roman Catholic if I like?”
“No, Nouna.”
“Why not?”
“You mustn’t choose a religion in a hurry, any more than you may
a husband. In both cases, one ought to be enough for a lifetime; and
if you once begin to change your mind about either, you never know
when to stop.”
“But I had my choice of a husband, and I didn’t of a religion; I had
to take what was given me.”
“You would never do for a Catholic, Nouna. They have to confess
all their sins, even very little ones that you think nothing of.”
“Well, that’s what you’re always wanting me to do.”
“See then. You shall go to Mass every Sunday and then confess
your sins to me, and you will be the very best of Catholics.”
“But, George, George,” she began, almost in a whisper, holding
his arm tighter, and looking away over the Place de la Concorde,
which they were now crossing, to the trees of the Tuileries, “there are
some things—not sins—that one doesn’t—like—to tell—I don’t know
why—but they make one think of so many things—that all seem new
—and make one feel—like a different person. I suppose a man—
never feels like that, but I’m a woman—quite a woman—now,
George.”
They walked on without speaking after that, till they got among the
trees; then both stopped and looked at each other—shy, for that little
whispered suggestion made each appear to the other in a new and
sanctified light. The influence of the solemn and impressive Church
rites was upon them still, and the bright sun was playing upon their
earnest faces through a moving trellis-work of leaves. They had
come to a moment which was to be the sweetest in all their lives but
one; a moment of perfect confidence, perfect happiness, perfect
hope. So they stood quite silently in an ecstasy of contented love,
each reading beautiful meanings in the other’s steadfast eyes, each
seeing and worshipping, in this moment of exalted human feeling,
what was best and most worshipful in the other. They felt so strong,
so radiant as they walked home, she leaning upon him and not
talking at all, that every evil which had been a burden yesterday and
would be a burden to-morrow, became a mere shadow slinking into
corners and dwindling into insignificance before the flood of sunshine
in their hearts. Chloris White, Rahas, Ben Hassan, and the odious
Gurton were mere names to George that day, and even when with
the following morning the drudgery and petty annoyances of
workaday life began again, he carried in his heart such a spring of
sweet human happiness that he received the snubs of his chief as
cheerfully as if they had been compliments, and bore with fortitude
the discovery that Monsieur Ben Hassan had “gone away for a few
days on business,” leaving his premises in the charge of a stolid boy
of thirteen or so, who knew nothing definite about his employer’s
movements. George therefore kept the earrings in his possession
and waited for some claim to be made. It came at the end of a week
in the shape of a bill for twelve hundred and fifty francs, ten of which
had been paid on account, for a pair of diamond ear-studs supplied
to Monsieur Lauriston. George sent back the ear-studs by registered
post with a letter threatening Ben Hassan with the police court. In a
few days he got back the ear-studs from the post-office, as the
person Ben Hassan was not to be found at the address given.
George took no further steps until he was summoned before the Civil
Tribunal, where he appeared in the full belief that he had only to
relate the facts of the case to confound Ben Hassan and lay him
open to the charge of perjury. To his great astonishment and
indignation, however, Ben Hassan solemnly swore that he had sold
the diamonds as real stones, and calling upon George to produce
them, challenged any one in the court to assert that it was possible
to suppose they could be bought for ten francs. Could the
Englishman’s wife assert that she did not know them to be real?
George had not dared to bring his wife into court, fearing the effects
of the excitement upon her. He weakened his case by asserting
emphatically that Ben Hassan was in the pay of a man who wished
to ruin him: for he had no proofs to bring forward, and the foreigner’s
halting French in which he made the accusation compared so
unfavourably with the torrent of eloquence with which the artful
Parisian refuted it, that, on Ben Hassan’s refusing to take back the
jewels, the magistrate ordered the Englishman to pay the amount
claimed, in monthly instalments of five hundred francs.
With the stolid resistance to unpleasant facts characteristic of his
nation, George treated this decision with utter contempt, and indeed
believed that Ben Hassan would not dare to push the case further.
But on arriving home one rainy day early in the following month, he
found his apartments occupied by two huissiers, who were busily
employed in dragging out into the hall poor Nouna’s trunks and such
furniture as they had bought themselves, which the landlady, anxious
to save her own things, was pointing out to them. Nouna, deathly
white and shaking from head to foot, was crouching on the sofa,
drawing her breath heavily, and watching them with bright and
burning eyes. Fear of what the consequences of this scene might be
to her sobered George in his first fierce outburst of indignation. She
had hardly moved when he came in, only glancing up at him in
shame and terror at what she knew to be the result of her own
indiscretion. He went up to the sofa and reassured her by the kind,
firm, protecting pressure of his hand upon her head, while he asked
the men by what authority they were acting. They showed him their
warrant; nothing could be more correct. He asked them whether they
would desist from their work and remain in the hall outside for half an
hour, while he went to a friend to try to raise the money. The men
consented at once, and retired while George, soothing his agitated
wife as well as he could, carried her into the next room, laid her on
the bed, and covering her with a rug, told her not to worry herself, as
it would be all right in half an hour, when he would be back again
with her, and the men would go away satisfied.
With his hand on the door he looked back yearningly. She was
quieter now, but as she leaned on her elbows and watched him with
feverish eyes, it seemed to him that her gaze was wandering and
unintelligent, and that the real matter-of-fact trouble which was
sending him on his unpleasant errand had melted in her excited
mind to a dim and horrible dread.
“George, don’t go, don’t go!” rang in his ears as he went down the
stairs and out of the house.
Poor George felt that he had never in his life had anything quite so
distasteful to do as the task he had before him now of asking a
favour of Mr. Gurton. But there was no help for it, and so he put the
best face he could upon the matter, got to the bank, where his chief
was, he knew, still at this hour to be found, and knocked at the door
of his private room.
“Come in,” called out the well-known husky voice.
Mr. Gurton was reading a letter. His face was flushed and his eyes
were dull, but he had as much command of himself as usual.
“Oh, it’s you, is it? What do you want?” he asked with the extra
shade of surliness which he used towards the people he did not like.
“Yes, sir,” said George. “I am sorry to disturb you after office hours,
but it is upon a matter of so much importance to me that I hope you
will excuse my coming to you.”
“Well, what is it? Be quick.”
The words, the appeal, stuck in the young man’s throat; but out
they must come.
“I am in pressing difficulties, sir; I can’t explain to you how now, but
it was through no fault of mine. Just now when I went home I found a
couple of men seizing my wife’s things. She is in a delicate state of
health, and I am afraid of the shock for her. Will you be so kind as to
advance me twenty pounds of my salary? I will write to my friends in
England to-night, and I shall have the money next week, and will
return it to you at once, if you please. It is a very difficult thing for me
to ask, but I hope you won’t refuse me.”
He hurried out the words, not daring to look at Mr. Gurton, who
had risen from his chair and walked over to the fireplace with a tread
which in its pompous heaviness told George before he looked up
that he had failed. There was a slight pause when he finished
speaking, Mr. Gurton rattling his watch-chain and clearing his throat.
George raised his eyes, and saw that his chief’s bloated face
expressed nothing but complacent satisfaction. Then the devil woke
in the lad with such a hungry fury that he turned hastily to the door,
afraid of himself. Mr. Gurton, unluckily, could not resist a little play
with his fish, and he called him back. George hesitated, and at last
turned slowly. Mr. Gurton paused again to find some particularly
offensive form of expression, for he thought he saw his opportunity,
by insulting the young fellow past endurance, to force him to resign
his post, and so make room for his own reputed nephew. He had
been put in possession, too, of a damaging fact against George, and
here was the occasion made to his hand, to use it.
“I’m sorry for this little misfortune, Lauriston, deuced sorry; not only
because it is quite beyond my powers to assist you, but because,
you see, it’s so particularly bad for a House that’s just starting, for
anything disreputable to be known about its employés.”
“Disreputable!” echoed George in a low voice, starting erect. “You
have no right to use such a word without knowing the facts, Mr.
Gurton.”
“Oh, I know all about the facts, and so does everybody,” said Mr.
Gurton with confidential familiarity. “You’ve got an extravagant little
madam for your wife, and somebody of course must pay the piper.”
George turned again to leave the room. Mr. Gurton, who was a
big, muscular man of six feet two, with two strides reached the door
first, admitted a lad with despatches who was waiting outside, and
held the door close as he continued:
“You must listen, sir, to what I have to say. You were received in
this House simply because we were informed that you were highly
connected, and that your social position would be an advantage to
the firm. What follows? You go nowhere, you know nobody; you are
seen in omnibuses, on penny steamers with a little oddly-dressed girl
—”
“Take care; you are speaking of my wife,” said George, in a low
tremulous voice which, with his bowed head, gave an utterly wrong
impression that he was cowed.
Mr. Gurton put his hands in his pockets.
“Well, sir, and if you choose to marry a courtesan’s daughter whom
you picked up in the slums—it is——”
Like a wild beast suddenly loosed George had him by the throat,
and with hands to which his mad anger gave a grip of steel, he
swayed the man’s huge frame once forward and flung him back with
all his force. Gasping, choking, without time to cry out, Mr. Gurton
staggered backwards, his head struck against the corner of an iron
safe that stood behind him, and he fell heavily to the floor. Lauriston
left the frightened errand-boy to pick him up, and rushed out of the
room. He had suddenly remembered that there was one more
chance; a fellow-clerk who was pretty well off lodged in the Rue
Saint Honoré. He made his way in that direction, through the still
heavily-falling rain, without another thought of the man he had just
left, except a savage wish that he had not humiliated himself by
applying to the cur.
But Mr. Gurton remained on the floor of his private room, and
neither spoke nor moved.

Full Human Development 3Rd Edition Arnett Test Bank Online PDF All Chapter

Uploaded by

Copyright:

Available Formats

You might also like

Full Human Development 3Rd Edition Arnett Test Bank Online PDF All Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Human Development 3Rd Edition Arnett Test Bank Online PDF All Chapter

Uploaded by

Copyright:

Available Formats

Human Development 3rd Edition Arnett

Human Development A Cultural Approach 1st Edition

Human Development A Cultural Approach 2nd Edition

Human Development A Cultural Approach 2nd Edition

Child Development A Cultural Approach 2nd Edition

Child Development A Cultural Approach 2nd Edition

Human Development A Life Span View 3rd Edition Ateah

Human Resource Development Talent Development 7th

Experience Human Development 12th Edition Papalia Test

Chapter 6 Early Childhood

Section 1 Physical Development ...................................................................................... 1

Learning Remember the Understand Apply What Analyze It

Section 1 Physical Development

3. The typical 6-year-old is __________ tall and weighs an average of __________.

17. Growth throughout the cerebral cortex __________.

24. Which brain system is involved in attention?

26. On average, a 4- or 5-year-old child has an attention span of __________.

40. Iron deficiency is to __________ as protein deficiency is to __________.

41. A deficiency in __________ is experienced by the majority of children under age 5 in

48. The most common cause of injury in early childhood is __________.

52. In developing countries, 95% of child deaths are due to __________.

65. In many cultures, left-handedness is __________.

66. Which statement accurately reflects cultural beliefs about handedness?

Short Answer Questions

Learning Remember the Understand Apply What

Section 2 Cognitive Development

7. The ability to reverse an action mentally is called __________.

17. Which statement best describes children who lack classification?

23. Theory of mind begins to appear in __________.

30. Which statement accurately describes common cultural learning practices?

36. Preschool teachers __________.

Short Answer Questions

Learning Remember Understand Apply What

Section 3 Emotional and Social Development

1. Emotional self-regulation is considered __________ during early childhood.

4. According to Erikson’s life span theory, early childhood is identified as __________.

5. A sociomoral emotion important to moral development in early childhood is __________.

11. A __________ is a gender-based cognitive structure for organizing and processing

14. The authoritative parenting style is characterized as being __________.

15. What is a distinctive feature of authoritative parents?

17. The authoritarian parenting style is characterized as being __________.

19. Which parenting style is low in demandingness but high in responsiveness?

40. How frequently is it employed by parents in non-Western cultures?

46. Physical punishment is also known as __________.

56. In the United States, what percentage of children have no siblings?

62. During early childhood, children’s play becomes __________.

69. Which of the following best describes relational aggression?

Short Answer Questions

Revel Multiple Choice Assessment Questions

End of Module Quiz 6.1: Physical Development: Growth from Age 3 to 6

End of Module Quiz 6.2: Physical Development: Motor Development

End of Module Quiz 6.3: Cognitive Development: Theories of Cognitive

End of Module Quiz 6.4: Cognitive Development: Early Childhood

End of Module Quiz 6.5: Cognitive Development: Language Development

End of Module Quiz 6.6: Emotional and Social Development: Emotional

End of Module Quiz 6.7: Emotional and Social Development: Parenting

End of Chapter Quiz: Early Childhood

You might also like

3. The typical 6-year-old is tall and weighs an average of .

40. Iron deficiency is to as protein deficiency is to .