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TOTAL Chapter 7 Early Childhood
ASSESSMENT
GUIDE
Learning Objectives Remember Understand the Apply What You Know
the Facts Concepts
LO 7.1: Identify factors that 1-2,4,104-106 137 3,5,107,136,169
influence individual
differences in growth rates.
LO 7.2: Identify which aspects 6-9,108-109 10,138,170,181
of brain growth are prominent
in early childhood.
LO 7.3: Describe how 11,13,15-16, 171,182 12,14
improvements in brain 139-140,183
functioning are thought to
contribute to the development
of executive
functions in early childhood.
LO 7.4: Explain which factors 17-19,141,185 20-21,110,172,184
influence development of
executive functions.
LO 7.5: Explain how gross 23 25,111,143 22,24,26,112,142,173,186
motor skills improve during
early childhood.
LO 7.6: Describe how the fine 27,32-35,38, 31,36,187-188 28-30,37,116-117,
motor skills of drawing and 113-115,118, 119-120,147
writing develop. 144-146,148
LO 7.7: Explain the 39,42-44 40-41,45-46,121, 150,174,189
development of handedness in 149
the first 5 years.
LO 7.8: Describe the factors 47-48,51-53,122 50 49,151
associated with sleep
disturbances.
(Continued on next page)
515
Copyright © 2018, 2014, 2011 Pearson Education, Inc.
Learning Objectives Remember Understand the Concepts Apply What You
the Facts Know
LO 7.9: Explain what factors 54,57-59,123,153 55-56,190-191 152,175
influence children’s
developing food preferences.
LO 7.10: Describe the most 62-63,65,124 60 61,64
common illnesses or diseases
affecting children, and note
preventative measures.
LO 7.11: Discuss how risks 66-67, 69-70,72,125, 68,71,126 176,192
from the most common 127,154
sources of injuries among
young children can be
minimized.
LO 7.12: Describe two 73,76 74-75,77,128,155
environmental hazards that
pose a risk to young children.
LO 7.13: Discuss the risk 78,81-87,131,133, 79-80,88,129-130,132,193 177
factors for child maltreatment. 156-162
LO 7.14: Explain how the 89,179,194 90-95,134,163-167,195-196 178
consequences of maltreatment
can be viewed as following a
developmental cascade within
and across domains of
development.
LO 7.15: Describe two 98-99,101-102 97,100,103,135,168,180,197 96
strategies that may help
prevent maltreatment.
516
Manis, The Dynamic Child, Test Bank
Chapter Seven: Physical Development and Health in Early Childhood
Multiple-Choice Questions
TB_Q7.1.1
Children’s physical proportions change between 2 ½ and 5 years in all of the following
ways except
a. they lose baby fat.
b. their legs, arms, and spines straighten.
c. they are taller but look pudgier.
d. they are taller and slimmer looking.
Answer: c. they are taller but look pudgier.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.2
Each year between 2 ½ and 5 years, on average, children gain about

a. 2 pounds.
b. 5 pounds.
c. 9 pounds.
d. 18 pounds.
Answer: b. 5 pounds.
Difficulty Level: 1
TB_Q7.1.3
Sherry’s preschool teacher praised her drawings. In early childhood, the drawing and
printing skills of girls are better than those of boys, partly because
a. girls are reinforced more for showing neat handwriting.
b. girls are more attentive to detail.
c. the bones of the hands and wrists of girls are more mature than those of boys at this
age.
d. the brain structure of girls is different.
517
Answer: c. the bones of the hands and wrists of girls are more mature than those
of boys at this age.
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.1.4
Boys and girls at age 5

a. are equal in average height and weight.
b. are equal in average height, but boys are slightly heavier.
c. are equal in average weight, but boys are slightly taller.
d. differ slightly, with boys being heavier and taller on the average.
Answer: d. differ slightly, with boys being heavier and taller on the average.
Difficulty Level: 3
TB_Q7.1.5
Each of the following influences height except

a. amount of exercise.
b. hormonal factors.
c. nutritional factors.
d. gender.
Answer: a. amount of exercise.
Difficulty Level: 3
TB_Q7.2.6
Synaptic density reaches a peak _______________in language areas of the brain as well
as the prefrontal cortex and then declines by adulthood due to pruning of unused synapses.
a. in infancy
b. in early childhood
c. in middle childhood
518
d. in adolescence
Answer: b. in early childhood
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
TB_Q7.2.7
Gray matter shows a rapid increase in the first ______________and grows more slowly
after that.
a. two years
b. five years
c. ten years
d. 20 years
Answer: a. two years
childhood.
Difficulty Level: 3
TB_Q7.2.8
The average growth rate of white matter

a. is rapid from infancy through middle childhood and then slows.
b. is rapid in infancy, and then grows at a slower rate in early childhood through early
adulthood.
c. is slow in infancy, and speeds up in early and middle childhood.
d. shows a dramatically different pattern in males and females.
Answer: b. is rapid in infancy, and then gradually slows during early and middle
childhood.
childhood.
Difficulty Level: 2
TB_Q7.2.9
519
Marie takes her three children, age 4, 9, 12 and 14 to the museum. If they are typical of
children of their age, energy usage (in terms of consumption of glucose) by the brain is most
likely highest in which child?
a. The 4-year-old
b. The 9-year-old
c. The 12-year-old
d. The 14-year-old
Answer: a. the 4-year-old
childhood.
Difficulty level: 2
TB_Q7.2.10
Based on PET scanning studies, why are 4-year olds are likely to become quickly
engaged when exploring a children’s museum, but become mentally fatigued after a short time
and want a snack?
a. They are still growing and need frequent snacks to avoid falling asleep from fatigue.
b. They are easily bored and a snack is more interesting than museum exhibits
c. Their brains are using energy at a very high rate and they need to re-energize by resting
and having a snack.
d. The museums are not designed to sustain young children’s interest
Answer: c. Their brains are using energy at a very high rate and they need to re-
energize by resting and having a snack.
childhood.
Difficulty level: 2
Skill Level: Understand the Concepts
TB_Q7.3.11
Which of the following is involved in executive functions?

a. Prefrontal cortex
b. Brainstem
c. Amygdala
d. Spinal cord
Answer: a. Prefrontal cortex
520
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
TB_Q7.3.12
Kara’s mother promises her that if she behaves well at the grocery store, Kara can have
her favorite ice cream for dessert. At the store, Kara consciously controls her behavior so she can
reach the goal of ice cream for dessert. Kara’s strategy demonstrates:
a. synaptogenesis.
b. fundamental movement skills.
c. executive functions.
d. the developmental cascade.
Answer: c. Executive functions
Difficulty Level: 3
TB_Q7.3.13
The prefrontal cortex includes areas of the brain that are

a. not developed enough to be functional until middle childhood.
b. involved in vision.
c. in the brainstem.
d. the most evolutionarily recent.
Answer: d. the most evolutionarily recent.
Difficulty Level: 2
TB_Q7.3.14
Jayla is playing Simon Says, a game that requires keeping multiple rules in mind and
inhibiting impulses. This game requires use of:
a. executive functions.
b. the preschooler’s knowledge of how to mind adults.
521
c. advanced social skills.
d. advanced language skills.
Answer: a. executive functions
Difficulty Level: 2
TB_Q7.3.15
Each of the following is an executive function that has been found to develop actively in
early childhood except
a. inhibition of responses or thoughts.
b. plasticity.
c. shifting between mental states or rules.
d. working memory.
Answer: b. plasticity
Difficulty Level: 2
TB_Q7.3.16
Using a near-infrared spectroscopy (NIRS) device to measure brain activity, researchers

found that shifting the rule for sorting cards (e.g., from shape to color)
a. was very difficult for both 3- and 4-year olds.
b. was very easy for both 3- and 4-year olds.
c. was associated with higher brain activity in the prefrontal cortex in 4-year-olds.
d. was associated with higher brain activity in the language areas of the brain for 4-year-
olds.
Answer: c. was associated with higher brain activity in the prefrontal cortex in 4-
year-olds.
Difficulty Level: 2
522
TB_Q7.4.17
A common factor underlying some of the atypical behavior of children with both
Tourette’s syndrome and ADHD is
a. abnormalities in the frontal lobe of the brain.
b. low socioeconomic status.
c. abnormalities in language regions of the brain.
d. cumulative risk in the home environment.
Answer: a. abnormalities in the frontal lobe of the brain
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
TB_Q7.4.18
One source of differences in executive functions between individuals is

a. gender.
b. socioeconomic status.
c. time of year.
d. time of day.
Answer: b. socioeconomic status.
Difficulty Level: 2
TB_Q7.4.19
Researchers in the Family Life study of rural Appalachian and North Carolina families
found that executive functioning was lowest when children
a. experienced food insecurity.
b. had low family income.
c. had high levels of cumulative risk.
d. were exposed to environmental stress.
Answer: c. had high levels of cumulative risk.
Difficulty Level: 2
523
TB_Q7.4.20
Researchers found that Korean children performed better than British children on
measures of inhibition and switching. The investigators attributed this to
a. poor parenting in British families.
b. a greater emphasis on quietness, restraint, and waiting for one’s turn in Korean culture.
c. increased working memory capabilities on the part of the Korean children.
d. delayed brain development in British children.
Answer: b. a greater emphasis on quietness, restraint, and waiting for one’s turn
in Korean culture.
Difficulty Level: 2
TB_Q7.4.21
Executive functions tend to predict success in school from about the age of five years,
most likely because they include skills crucial to
a. understanding the language used in school
b. relating socially to other children in school
c. knowing one’s letters and numbers
d. paying attention and remembering instructions
Answer: d. paying attention and remembering instructions
Difficulty level: 2
TB_Q7.5.22
Becky, who just celebrated her third birthday, had trouble catching the ball when it was
small. The reason for this was most likely
a. lack of sports ability.
b. damage to the prefrontal cortex.
c. immature visual–motor coordination among young children.
d. limited executive functioning.
Answer: c. immature visual–motor coordination among young children.
524
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
TB_Q7.5.23
____________ skills, such as balancing on one foot and bending the other leg backward
(components of kicking), are the components that make up more complex motor skills.
a. Fundamental movement
b. Fine motor
c. Gross motor
d. Executive function
Answer: a. Fundamental movement
Difficulty Level: 2
TB_Q7.5.24
Alberto was learning to kick. There was a soccer ball on the playground, and Alberto
walked up to it and kicked it with a straight leg. The rest of his body didn’t seem to take part in
the kick. This is the ________ stage of learning to kick a ball.
a. first
b. second
c. third
d. fourth
Answer: first
Difficulty Level: 3
TB_Q7.5.25
Many factors work together in motor development, according to

a. dynamic systems theory.
b. working memory.
c. learning theory.
d. the developmental cascade.
525
Answer: a. dynamic systems theory.
Difficulty Level: 1
TB_Q7.5.26
Alonzo marched with confidence over to the soccer ball and gave it a perfect kick, which
sent the ball halfway across the playground. When a skill such as kicking a ball in the most
effective way emerges suddenly, this is because
a. the child suddenly understood how to do it.
b. the child received reinforcement for kicking the ball.
c. the correct gene was finally switched on.
d. the key elements become coordinated.
Answer: d. the key elements become coordinated.
Difficulty Level: 2
TB_Q7.6.27
At first, children hold a pencil or crayon in their fist to draw, in what is called a(n)
a. tripod grip.
b. gross motor movement.
c. power grip.
d. scrawl grip.
Answer: c. power grip.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
TB_Q7.6.28
Aidan, age 6, held a pencil with his thumb, index finger, and middle finger. He held the
pencil closer to the tip than to the end. This is called a(n)
a. power grip.
b. adult grip.
c. printing position.
526
d. tripod grip.
Answer: d. tripod grip
Difficulty Level: 3
TB_Q7.6.29
Coordination of small groups of muscles, such as those required for drawing or writing,
fall under
a. fine motor skills.
b. general motor skills.
c. a category of skills that only a few children achieve in early childhood.
d. gross motor skills.
Answer: a. fine motor skills.
Difficulty Level: 2
TB_Q7.6.30
By what age can many children print upper-case letters of the entire alphabet?
a. 1 to 2
b. 2 to 3
c. 3 to 4
d. 5 to 6
Answer: d. 5 to 6
Difficulty Level: 3
TB_Q7.6.31
A 20-year-long study of children’s drawings from many countries classified them into
________ stages.
a. culture-dependent
b. artistic achievement
527
c. six universal
d. no discernible
Answer: six universal
Difficulty Level: 2
TB_Q7.6.32
The first stage in the progression of a child’s drawings could be called the ________
stage.
a. scribble
b. shape
c. design
d. pictorial
Answer: a. scribble
Difficulty Level: 1
TB_Q7.6.33
At about ages 4 to 5, children attempt to draw

a. lines.
b. scribbles.
c. complete objects.
d. placement patterns.
Answer: c. complete objects
Difficulty Level: 2
TB_Q7.6.34
When children put their drawings from the “scribble stage” in deliberate locations on the
page, this is called the
a. design stage.
528
b. placement stage.
c. final stage.
d. pictorial stage.
Answer: b. placement stage
Difficulty Level: 1
TB_Q7.6.35
It appears to be ________ for children to draw stick figures.

a. rare
b. impossible in some cultures
c. universal
d. an adult idea
Answer: c. universal
Difficulty Level: 2
TB_Q7.6.36
Brain development and motor practice are

a. bidirectionally related.
b. independent.
c. generally at odds when it comes to learning skills.
d. involved in writing but not drawing.
Answer: a. bidirectionally related.
Difficulty Level: 3
TB_Q7.6.37
When Luis brought some work home from kindergarten, his mom Cheryl noticed that
suddenly it had his first name on top. And it wasn’t printed by the teacher, but by Luis himself!
Children can generally print their first name by age
529
a. 2-3 years.
b. 4-5 years.
c. 6-7 years.
d. 8-9 years.
Answer: b. 4-5 years.
Difficulty Level: 3
TB_Q7.6.38
Researchers have found that children more quickly learn to use a pencil if they had prior
experience painting, stringing beads and using scissors. A likely explanation is
a. these activities helped the brain gain control over movements of small muscles in the
fingers, hands and wrists.
b. these activities motivated children to learn to write.
c. these activities stimulated brain growth in general.
d. these activities developed children’s artistic sense.
Answer: a. practicing these skills helped the brain gain control over movements of
small muscles in the fingers, hands and wrists.
Difficulty level: 3
TB_Q7.7.39
In the United States, approximately ________ of people are left-handed and ________
are right-handed.
a. 1%/99%
b. 5%/95%
c. 12%/88%
d. 25%/75%
Answer: c. 12%/88%
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 1
530
TB_Q7.7.40
From recent research, it seems that handedness begins to develop

a. at age 1 month.
b. when school starts.
c. before the baby is born.
d. in the early teens.
Answer: c. before the baby is born.
Difficulty Level: 2
TB_Q7.7.41
Which of the following statements about a developmental systems theory of handedness

is true?
a. Brain development, behavior, and experience each play separate and unrelated roles in
determining handedness.
b. Handedness doesn’t begin developing until age 3-4 years
c. Brain development, behavior, and experience interact bidirectionally to determine
handedness.
d. Imitation of adults is the main shaper of handedness.
Answer: c. Brain development, behavior, and experience interact bidirectionally

to determine handedness.
Difficulty Level: 3
TB_Q7.7.42
Evidently there is ________ for handedness for the first two years.
a. a genetically predetermined plan
b. no parental reinforcement
c. brain plasticity
d. no environmental input
Answer: c. brain plasticity
531
Difficulty Level: 2
TB_Q7.7.43
In handedness, social experience is

a. important.
b. the sole causative factor in hand choice.
c. unlikely to play any role.
d. more important than brain development.
Answer: a. important
Difficulty Level: 2
TB_Q7.7.44
It is rare for children to change their primary hand after age

a. 1.
b. 2.
c. 3.
d. 5.
Answer: d. 5.
Difficulty Level: 2
TB_Q7.7.45
When the dominant hand is injured, how does brain plasticity impact handedness?
a. Once a hand is dominant, it is too late in development for brain plasticity to play a role.
b. Plasticity has nothing to do with handedness.
c. Plasticity helps the child retrain to use the other hand as the dominant hand.
d. Brain plasticity can help the child retrain up to the age of 2 years.
Answer: c. Plasticity helps the child retrain to use the other hand as the dominant
hand.
532
Difficulty Level: 2
TB_Q7.7.46
The tendency is to hold objects in the ________ hand while performing more intricate operations
on the objects with the ________ hand.
a. dominant/nondominant
b. dominant/dominant
c. nondominant/dominant
d. nondominant/nondominant
Answer: c. nondominant/dominant
Difficulty Level: 2
TB_Q7.8.47
In ________, the child awakens from a deep sleep and appears panicked.
a. sleep terrors
b. bed-wetting
c. nightmares
d. most sleep problems
Answer: a. sleep terrors
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
TB_Q7.8.48
Three- to five-year-olds sleep ________ toddlers.

a. less than
b. about the same amount as
c. more than
d. with more naps than
Answer: a. less than
533
Difficulty Level: 1
TB_Q7.8.49
Collin yawned and rubbed his eyes, but he had no intention of stopping scribbling in a
Star Wars coloring book and “having a rest,” as his mother said. Most three-year-olds, like
Colin,
a. no longer take naps.
b. take regular naps.
c. take shorter naps than toddlers.
d. take even more naps than toddlers.
Answer: a. no longer took naps.
Difficulty Level: 3
TB_Q7.8.50
The sleep problems of young children can best be addressed by

a. drugs.
b. having a consistent bedtime routine.
c. making the child’s bedtime later.
d. letting the child stay up as long as he or she wants.
Answer: b. having a consistent bedtime routine.
Difficulty Level: 2
TB_Q7.8.51
The most common type of sleep problem among young children is:
a. stalling before bedtime.
b. actively resisting going to bed.
c. having trouble falling asleep.
d. nightmares.
Answer: a. stalling before bedtime.
534
Difficulty Level: 2
TB_Q7.8.52
The least common sleep problem of young children is

a. bed-wetting.
b. snoring.
c. actively resisting going to bed.
d. nightmares.
Answer: d. nightmares
Difficulty Level: 2
TB_Q7.8.53
Researchers found a correlation between more frequent nightmares in children and

a. genetic tendencies of the parent.
b. sleeping in a crib.
c. having more conflict with parents during the day.
d. insecure attachments in infancy.
Answer: c. having more conflict with parents during the day
Difficulty Level: 3
TB_Q7.9.54
Approximately ________ of 2- to 5-year-olds are obese.

a. 2%
b. 9%
c. 31%
d. 66%
Answer: b. 9%
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
535
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
TB_Q7.9.55
When it comes to food preferences, children

a. like everything but vegetables.
b. will like what their parents don’t like.
c. prefer foods they are exposed to most often.
d. innately know what is best.
Answer: c. prefer foods they are exposed to most often
preferences.
Difficulty Level: 2
TB_Q7.9.56
Researchers have found that modeling a preference for ________ provides a source of
social learning for young children.
a. cleaning the plate regardless of what is on it
b. asking for seconds
c. eating a new and different food every day
d. fruits and vegetables
Answer: d. fruits and vegetables
preferences.
Difficulty Level: 2
TB_Q7.9.57
________ is a condition where a child or family does not have a regular supply of
nutritious food.
a. Obesity
b. Food insecurity
c. Cumulative risk
d. Malnutrition
536
Answer: b. Food insecurity
preferences.
Difficulty Level: 1
TB_Q7.9.58
Researchers found that offering either sweet, salty, or plain versions of tofu to three
random groups of children repeatedly resulted in which of the following findings?
a. The group offered the sweet version ate more than the other groups.
b. Children came to prefer the version they were exposed to over the other versions.
c. Children showed no preference after 10 to 15 exposures to a particular flavor.
d. Some children just didn’t like tofu.
Answer: b. Children came to prefer the version they were exposed to over the
other versions.
preferences.
Difficulty Level: 2
TB_Q7.9.59
Why are children suffering from food insecurity often at risk for obesity?
a. Lack of regular food leads them to overeat as adults.
b. Parents tend to sacrifice their own diet and overfeed the children.
c. Genetic factors in the parents.
d. Parents buy fewer vegetables and more unhealthy treats when money is available
Answer: d. Parents buy fewer vegetables and more unhealthy treats when money
is available.
preferences.
Difficulty Level: 2
TB_Q7.10.60
537
Meeting the healthcare requirements for young children is potentially dependent on
socioeconomic status because
a. immunizations are required.
b. self-care of the teeth is important for young children.
c. regular checkups require access to affordable medical care.
d. only higher-income parents know what their children need.
Answer: c. regular checkups require access to affordable medical care.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
TB_Q7.10.61
Although most children have medical care in the United States, fewer than 80% receive
the full recommended
a. medical check-ups.
b. treatment for colds.
c. treatment for otitis media.
d. set of vaccinations against serious disease.
Answer: d. set of vaccinations against serious disease.
Difficulty Level: 3
TB_Q7.10.62
Social interaction and language development can temporarily be affected by

a. colds.
b. middle-ear infection.
c. vaccinations.
d. dental care.
Answer: b. middle-ear infections.
Difficulty Level: 2
538
TB_Q7.10.63
Which statement is true about infectious disease?

a. Infectious disease has been wiped-out worldwide.
b. Very few children die of infectious disease in the United States.
c. Thanks to the cooperation of the pharmaceutical industry, life-saving oral rehydration,
vaccines, and antibiotics are freely available to children around the globe.
d. In the United States, the main cause of death of young children is diarrhea.
Answer: b. Very few children die of infectious disease in the United States.
Difficulty Level: 2
TB_Q7.10.64
In sub-Saharan Africa, ________ is/are the most frequent killer(s) of young children.
a. pneumonia and diarrhea
b. otitis media
c. starvation
d. malaria
Answer: a. pneumonia and diarrhea
Difficulty Level: 3
TB_Q7.10.65
Through the active intervention of WHO, UNICEF, and other organizations, the number
of children worldwide who died before their fifth birthday ________ from 2005 to 2013.
a. rose only slightly
b. remained the same
c. fell by one-tenth
d. fell by over one-third
Answer: d. fell by over one-third
539
Difficulty Level: 2
TB_Q7.11.66
In the United States, the most common cause of injury or death for children under 5 is
a. malaria.
b. accidents.
c. pneumonia and diarrhea.
d. birth defects.
Answer: b. accidents
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Difficulty Level: 1
TB_Q7.11.67
The most common cause of emergency room visits for children aged 1 to 14 in the United
States is
a. falls.
b. traffic accidents.
c. poisoning.
d. being struck by an object or person (intentionally, or accidentally as in sports).
Answer: a. falls.
Difficulty Level: 2
TB_Q7.11.68
According to a developmental systems approach all of the following contribute to a

child’s risk for injury in early childhood except
a. temperamental factors, such as activity level.
b. sociocultural factors, such as valuing child independence.
c. the ability to make logical decisions.
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d. cognitive factors such as inhibiting undesirable actions.
Answer: c. the ability to make logical decisions.
Difficulty Level: 2
TB_Q7.11.69
Boys are more likely than girls to be injured or killed in early childhood because of all of
the following factors except
a. boys have poorer memories for safety rules than girls.
b. boys are more active and impulsive.
c. cultural attitudes that permit more boys than girls to take risks.
d. boys tend to be physically less mature and less coordinated.
Answer: a. boys have poorer memories for safety rules than girls.
Difficulty Level: 2
TB_Q7.11.70
Compared to older children, younger children ________ to resist doing something that
their parents say is dangerous.
a. are less able
b. are just as able
c. are more able
d. will not be able
Answer: a. are less able
Difficulty Level: 2
TB_Q7.11.71
541
Young children need reminders of safety rules even after the age of 3, because
a. they become more rebellious after this age and take more risks.
b. they may forget the rules or fail to think about them before acting.
c. they are incapable of following parental directions.
d. parents are constantly changing the rules and it is difficult for children to keep track.
Answer: b. they may forget the rules or fail to think about them before acting.
Difficulty Level: 2
TB_Q7.11.72
Injury and fatality rates are highest among Native American and African American
children in part because
a. parents in these two cultural groups value interdependence within the family than other
ethnic/cultural groups.
b. children in these two groups mature at a slower rate and tend to be less physically
coordinated than children in other ethnic/cultural groups.
c. of poverty, resulting in exposure to unsafe housing or unsafe neighborhood
environments.
d. higher obesity rates among children in these two groups.
Answer: c. of poverty, resulting in exposure to unsafe housing or unsafe

neighborhood environments.
Difficulty Level: 2
TB_Q7.12.73
Today ________ children live in a home with a regular smoker compared to 1994.
a. about the same number of
b. fewer
c. more
d. a steadily increasing number of
Answer: b. fewer
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Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
TB_Q7.12.74
Secondhand smoke exposure

a. has an unclear impact upon children.
b. can exacerbate conditions, but not cause them.
c. will not affect a child until adulthood.
d. can cause sudden infant death syndrome.
Answer: d. can cause sudden infant death syndrome.
children.
Difficulty Level: 2
TB_Q7.12.75
How can toxic industrial byproducts reach children through secondhand smoke?
a. They can’t.
b. Through air pollution absorbed by the smoke
c. Through absorption of toxins by tobacco plants from contaminated soil
d. Through the paper that cigarettes are wrapped in
Answer: c. Through absorption of toxins by tobacco plants from contaminated

soil
children.
Difficulty Level: 3
TB_Q7.12.76
Although lead has been banned from gasoline for three decades, lead from gasoline is
still found
a. in some gasoline.
b. in soil near streets with heavy traffic.
c. in the air.
543
d. in paint that is sold today.
Answer: b. in soil near streets with heavy traffic.
children.
Difficulty Level: 2
TB_Q7.12.77
Lead exposure in young children

a. is transitory in its effects.
b. cannot damage the nervous system, despite rumors.
c. is worsened in its effects by a poor diet.
d. is no longer a problem since the environment was cleaned up.
Answer: c. is worsened in its effects by a poor diet.
children.
Difficulty Level: 2
TB_Q7.13.78
The most common type of maltreatment is

a. sexual abuse.
b. emotional abuse.
c. physical abuse.
d. child neglect.
Answer: d. child neglect.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
TB_Q7.13.79
Child maltreatment
a. is a modern invention.
b. is only present in Western countries.
544
c. has been a reality throughout human history.
d. is all but absent in today’s societies.
Answer: c. has been a reality throughout human history .
Difficulty Level: 1
TB_Q7.13.80
Which countries or cultures experience child maltreatment today?

a. The developing world
b. The developed world
c. Impoverished countries
d. All countries and cultures
Answer: d. All countries and cultures
Difficulty Level: 1
TB_Q7.13.81
________ is gross failure to provide for a child’s basic physical, educational, or

emotional needs.
a. Physical abuse
b. Sexual abuse
c. Psychological abuse
d. Child neglect
Answer: d. Child neglect
Difficulty Level: 1
TB_Q7.13.82
Dara’s mother burns her with cigarettes. This demonstrates:

a. sexual abuse.
b. psychological abuse.
545
c. physical abuse.
d. child neglect.
Answer: c. physical abuse.
Difficulty Level: 1
TB_Q7.13.83
Portia’s mother constantly berates her, telling her she is worthless, will amount to
nothing, and she wishes Portia were never born. This demonstrates:
a. psychological abuse.
b. sexual abuse.
c. child neglect.
d. physical abuse.
Answer: a. psychological abuse.
Difficulty Level: 2
TB_Q7.13.84
________ is defined as sexual touching, committing or attempting to commit intercourse

or other sexual acts with a child, exposing a child to indecent acts, or involving a child in
pornography or prostitution.
a. Physical abuse
b. Sexual abuse
c. Psychological abuse
d. Child neglect
Answer: b. Sexual abuse
Difficulty Level: 1
TB_Q7.13.85
The perpetrators of physical abuse and neglect of children are most often
546
a. day care workers.
b. other children.
c. strangers.
d. parents.
Answer: d. parents
Difficulty Level: 2
TB_Q7.13.86
Maltreatment is most common in children

a. under 1 year of age.
b. under 4 years of age.
c. between ages 5 and 7 years.
d. age 8 and above.
Answer: b. under 4 years of age.
Difficulty Level: 1
TB_Q7.13.87
Which of the following is a risk factor in child maltreatment?

a. Substance abuse
b. Two-parent family
c. Affluence
d. Social involvement with family, friends, and neighbors
Answer: a. Substance abuse
Difficulty Level: 1
TB_Q7.13.88
Those who commit sexual abuse are more often

a. female.
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b. people with low self-esteem.
c. socially integrated into society.
d. those also responsible for child neglect.
Answer: b. people with low self-esteem
Difficulty Level: 3
TB_Q7.14.89
________ is a pattern in which small environmental effects of child behaviors become

magnified across time or age, leading to larger environmental effects or larger changes in the
child.
a. Executive function
b. Cumulative risk
c. A developmental cascade
d. Food insecurity
Answer: c. A developmental cascade
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Difficulty Level: 2
TB_Q7.14.90
The worst thing that a developmental cascade can lead to is

a. stress.
b. outright psychological disorders.
c. worsening behavior.
d. lower grades in school.
Answer: b. outright psychological disorders.
Difficulty Level: 2
TB_Q7.14.91
548
Maltreated children may have abnormal levels of cortisol. Along with adrenalin, the
function of cortisol is to
a. help the body prepare to fight back.
b. help the individual feel more secure and safe.
c. raise alertness and enhance the processing of information.
d. raise alertness and prepare the brain and body to respond to potential threats.
Answer: d. raise alertness and prepare the brain and body to respond to potential
threats
Difficulty Level: 2
TB_Q7.14.92
Which of the following is proposed as a likely developmental cascade in maltreatment?

a. Stress leads to abnormal levels of cortisol, which can damage the brain.
b. Caregivers who are under stress are more likely to seek out social support.
c. Physically abused children get angry and lash out at the abusing parent.
d. Abuse leads to avoidant attachment, which leads to a child seeking solid friendships
among peers to compensate for lack of a parental relationship.
Answer: a. Stress leads to abnormal levels of cortisol, which can damage the
brain.
Difficulty Level: 3
TB_Q7.14.93
Which of the following statements is true about maltreated children?

a. Maltreated children have a very stimulating environment, which can help development.
b. IQ and academic achievement are unaffected by abuse.
c. Maltreated children lack normal opportunities to interact with a responsive adult.
d. The effects wear off by adolescence.
Answer: c. Maltreated children lack normal opportunities to interact with a

responsive adult.
549
Difficulty Level: 2
TB_Q7.14.94
In an experiment, children with a history of physical abuse spotted angry faces more
quickly than neglected or non-maltreated children. This is thought to occur because
a. abused children are more alert than non-abused children.
b. abused children have advanced perception of emotions.
c. abused children have learned to detect anger from the caregiver as quickly as possible
as a coping strategy.
d. abused children have impaired emotional perception.
Answer: c. abused children have learned to detect anger from the caregiver as
quickly as possible as a coping strategy.
Difficulty Level: 2
TB_Q7.14.95
Maltreated children tend to have

a. poor emotional regulation.
b. a history of positive attachment relationships.
c. good emotional regulation.
d. a tendency to interact well with peers.
Answer: a. poor emotional regulation
Difficulty Level: 2
TB_Q7.15.96
Prevention efforts for maltreatment have been shown to be most effective

a. with older children.
b. with adolescents.
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c. with younger children.
d. when school starts, because teachers can spot maltreated children.
Answer: c. with younger children.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 3
TB_Q7.15.97
One strategy to prevent maltreatment used by researchers involves

a. stiffer criminal penalties.
b. reducing stress on at-risk families.
c. reducing stress on all families.
d. electronic monitors in the home.
Answer: reducing stress on at-risk families.
Difficulty Level: 2
TB_Q7.15.98
Cumulative risk appears to operate in families where child maltreatment occurs. All of
the following factors have been found to contribute to cumulative risk except
a. living in conditions of poverty

b. being a single mother living with a child and grandparents
c. a history of being abused
d. a history of mental illness in the parent
Answer: b. being a single mother living with a child and grandparents
Difficulty Level: 2
TB_Q7.15.99
Researchers found that maltreating mothers and their infants had

a. secure attachments.
551
b. insecure or disorganized attachment relationships.
c. no attachments.
d. secure attachments in the first few months, followed by insecure attachments in later
months.
Answer: b. insecure or disorganized attachment relationships.
Difficulty Level: 2
TB_Q7.15.100
In the effects of maltreatment, the developmental cascade of consequences for various

areas of psychological functioning in the child
a. is irreversible.
b. can be interrupted.
c. is always the same.
d. does not respond to treatment.
Answer: b. can be interrupted
Difficulty Level: 2
TB_Q7.15.101
Home visitation studies with mothers who are at high risk for child maltreatment has
been show to result in
a. a reduction of official cases of child maltreatment compared to a control group.
b. higher income levels due to mothers being more likely to get a job.
c. healthier pregnancies.
d. improvements in the rate of secure attachment relative to a control group.
Answer: a. a reduction of official cases of child maltreatment compared to a

control group
Difficulty level: 2
TB_Q7.15.102
552
Cicchetti and colleagues (2011) found that attachment building and psychoeducational
interventions with maltreated children increased the security of attachment compared to a
community standard treatment control group. What effect did these interventions have on
cortisol levels in maltreated children?
a. They caused cortisol levels to be higher than normal.
b. They had no effect on cortisol levels.
c. They essentially normalized cortisol levels.
d. They could not prevent a decline in cortisol level.
Answer: c. They essentially normalized cortisol levels.
Difficulty level: 2
TB_Q7.15.103
Which statement about children is true?

a. Children can bounce back from stress and maltreatment.
b. Daily cortisol levels seal the fate of maltreated children.
c. Children cannot bounce back from stress and maltreatment.
d. “Once a maltreated child, always a maltreated child.”
Answer: a. Children can bounce back from stress and maltreatment.
Difficulty Level: 1
True/False Questions
TB_Q7.1.104
Between ages 2 ½ and 5, children grow an average of 5 inches per year.
Answer: False
Difficulty Level: 1
TB_Q7.1.105
553
Weight gain in early childhood averages 2 pounds per year.
Answer: False
Difficulty Level: 1
TB_Q7.1.106
By age 4, girls are almost a year ahead of boys in bone growth.
Answer: True
Difficulty Level: 2
TB_Q7.1.107
Girls in early childhood have greater fine motor control because the bones of the hands
and wrist are more mature than those of boys at that age.
Answer: True
Difficulty Level: 3
TB_Q7.2.108
A 4-year-old’s cerebral cortex uses more energy (glucose) than the average adult.
Answer: True
childhood.
Difficulty Level: 2
TB_Q7.2.109
554
By age 4, the human brain has grown to 100 percent of its adult volume.
Answer: False
childhood.
Difficulty Level: 1
TB_Q7.4.110
The strongest environmental predictor of executive functioning is cumulative risk.
Answer: True
Difficulty Level: 2
TB_Q7.5.111
The development sequences of fundamental movement skills are haphazard.
Answer: False
Difficulty Level: 2
TB_Q7.5.112
Young children have an easier time throwing a small ball compared to a bigger ball.
Answer: True
Difficulty Level: 3
TB_Q7.6.113
Fastening buttons is a fine-motor skill.
555
Answer: True
Difficulty Level: 2
TB_Q7.6.114
Tying shoelaces is a gross motor skill.
Answer: False
Difficulty Level: 2
TB_Q7.6.115
Children’s drawings progress through universal stages.
Answer: True
Difficulty Level: 2
TB_Q7.6.116
Brad drew two squares on the top of his paper, and he drew within those boundaries. This
demonstrates the placement stage of drawing development.
Answer: True
Difficulty Level: 3
TB_Q7.6.117
Ella put a mouth, eyes, and even eyelashes on her drawing of a pretty girl wearing a
pretty dress. She had trouble with the hands and feet, but you could tell what they were. Ella was
five years old and her drawings had reached the pictorial stage.
556
Answer: True
Difficulty Level: 3
TB_Q7.6.118
Basic shapes (circles, squares, lines) are combined in the placement stage of drawing.
Answer: False
Difficulty Level: 2
TB_Q7.6.119
Chan was good at catching balls. He caught them by trapping them against his chest. This
was typical of a 5-year old.
Answer: False
Difficulty Level: 3
TB_Q7.6.120
Louisa preferred Velcro, but she was proud that she could tie her lace-up shoes by
herself. At age 3, Louisa could lace shoes earlier than most kids.
Answer: True
Difficulty Level: 3
TB_Q7.7.121
According to a recent developmental systems theory, a bias toward right-handedness

begins prenatally.
557
Answer: True
Difficulty Level: 3
TB_Q7.8.122
Three- to five-year-olds sleep more than toddlers.
Answer: False
Difficulty Level: 1
TB_Q7.9.123
Food insecurity does not exist in the United States.
Answer: False
preferences.
Difficulty Level: 2
TB_Q7.10.124
Young children rarely catch colds.
Answer: False
Difficulty Level: 1
TB_Q7.11.125
Accidents are the most common cause of the deaths of young children in the United
States.
558
Answer: True
Difficulty Level: 2
TB_Q7.11.126
Falls account for more emergency room visits for 5- to 14-year-olds than for 1- to 4-year-
olds.
Answer: False
Difficulty Level: 2
TB_Q7.11.127
The rate of injuries and fatalities in young children is highest among Hispanic children.
Answer: False
Difficulty Level: 2
TB_Q7.12.128
Smoking is on the rise in the United States.
Answer: False
children.
Difficulty Level: 2
TB_Q7.13.129
559
Child maltreatment is a modern phenomenon.
Answer: False
Difficulty Level: 2
TB_Q7.13.130
Failure to provide medical care is a form of child neglect.
Answer: True
Difficulty Level: 2
TB_Q7.13.131
After child neglect, physical abuse is the most common type of child maltreatment.
Answer: True
Difficulty Level: 2
TB_Q7.13.132
Frequently a child who suffers from one type of maltreatment also suffers from another.
Answer: True
Difficulty Level: 3
TB_Q7.13.133
Sexual abuse is unknown before age 3.
Answer: False
560
Difficulty Level: 2
TB_Q7.14.134
Maltreatment can be considered a toxic relational environment.
Answer: True
Difficulty Level: 2
TB_Q7.15.135
Many children do recover from child maltreatment.
Answer: True
Difficulty Level: 2
Fill-In-the-Blank Questions
TB_Q7.1.136
In younger childhood, children grow about ________ each year.
Answer: 2 to 3 inches
Difficulty Level: 3
TB_Q7.1.137
561
The way that bones grow longer is by new bone cells being deposited at the ________ .
Answer: ends
Difficulty Level: 2
TB_Q7.2.138
When it comes to food, all of the growth taking place in young children translates to
________ .
Answer: hunger
childhood.
Difficulty Level: 3
TB_Q7.3.139
________ is deliberate and conscious control of thoughts, actions, and emotions in order
to achieve goals or solve problems.
Answer: Executive function
Difficulty Level: 2
TB_Q7.3.140
The brain area known as the ________ is located behind the forehead and eyes.
Answer: prefrontal cortex
Difficulty Level: 1
562
TB_Q7.4.141
________ is a child’s total score on a set of factors, such as income, marital status, and
environmental stress.
Answer: Cumulative risk
Difficulty Level: 2
TB_Q7.5.142
Jumping rope is a gross motor skill that kicks in at about ________ years.
Answer: 3 to 4
Difficulty Level: 3
TB_Q7.5.143
More complex motor skills are made up of ________, such as balancing on one foot and
bending the other leg backward.
Answer: fundamental movement skills
Difficulty Level: 2
TB_Q7.6.144
What has been called a “tadpole person” is a circle with lines extending from it, which
children draw in the ________ stage.
Answer: pictorial
Difficulty Level: 2
563
TB_Q7.6.145
Although the ________ in children’s early drawings look random, they contain the basic
elements of children’s later drawings.
Answer: scribbles
Difficulty Level: 2
TB_Q7.6.146
Rectangles, circles, crosses, and other basic shapes children draw at about age ________ .
Answer: 3
Difficulty Level: 2
TB_Q7.6.147
In 4-year-olds, girls are about a year ahead in ________ growth, which translates to
greater fine-motor skills.
Answer: bone
Difficulty Level: 3
TB_Q7.6.148
Compared to the power grip, the ________ grip is more advanced.
Answer: tripod
Difficulty Level: 1
TB_Q7.7.149
564
According to the developmental systems theory, ________ have a preferred head and arm
orientation, which corresponds with their prenatal position.
Answer: newborns
Difficulty Level: 3
TB_Q7.7.150
Venita held her pencil firmly in her left hand as she drew. Everyone else at the table held
their pencil in their right hand. About ________ of people are left-handed.
Answer: 12%
Difficulty Level: 3
TB_Q7.8.151
Romeo was 3 years old and didn’t nap anymore—that was for little kids—but he did get
about ________ hours of sleep each day.
Answer: 10
Difficulty Level: 3
TB_Q7.9.152
Wigder sat down to a yummy meal. Like adults, young children tend to like foods that are
________ in sugar, salt, protein, and fat.
Answer: high
preferences.
Difficulty Level: 3
565
TB_Q7.9.153
________ is a condition where a child or family does not have a regular supply of
nutritious food.
Answer: Food insecurity
preferences.
Difficulty Level: 1
TB_Q7.11.154
In young children, ________ injuries are more common than fatal injuries.
Answer: non-fatal
Difficulty Level: 1
TB_Q7.12.155
One place where lead can be a threat to children today is beneath their feet, in the
__________.
Answer: soil.
children.
Difficulty Level: 2
TB_Q7.13.156
Failing to provide proper nutrition or to provide affection are examples of ________ .
Answer: child neglect.
Difficulty Level: 2
566
TB_Q7.13.157
________ refers to deliberately inflicting severe bodily harm on a child.
Answer: Physical abuse
Difficulty Level: 1
TB_Q7.13.158
Isolating a child, rejecting him or her, or terrorizing a child are examples of ________
abuse.
Answer: psychological
Difficulty Level: 2
TB_Q7.13.159
________ includes committing or attempting to commit intercourse with a child.
Answer: Sexual abuse
Difficulty Level: 2
TB_Q7.13.160
One form of child maltreatment is medical ________ .
Answer: neglect
Difficulty Level: 2
567
TB_Q7.13.161
Abandoning a child is one form of ________ .
Answer: child maltreatment.
Difficulty Level: 2
TB_Q7.13.162
The most frequent form of child maltreatment is ________ .
Answer: child neglect.
Difficulty Level: 2
TB_Q7.14.163
A developmental ________ is a developmental pattern in which small environmental

effects of child behaviors become magnified across time or age, leading to larger environmental
effects or larger changes in the child behavior.
Answer: cascade
Difficulty Level: 2
TB_Q7.14.164
Prolonged abuse leads to production of stress hormones. This can actually result in
alterations in the structure of the child’s ________ .
Answer: brain
Difficulty Level: 2
568
TB_Q7.14.165
Prolonged abuse leads to production of the stress hormones ________ .
Answer: cortisol
Difficulty Level: 2
TB_Q7.14.166
Neglected children have trouble ________ among emotional expressions.
Answer: discriminating
Difficulty Level: 2
TB_Q7.14.167
Maltreated children are often ________ by their peers.
Answer: rejected
Difficulty Level: 2
TB_Q7.15.168
One intervention that seems to help prevent abuse is improving the mother–child
________ relationship.
Answer: attachment
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Difficulty Level: 2
Short-Answer Questions
TB_Q7.1.169
Amineh was five years old. It seemed to her parents that Amineh was growing almost fast
enough to watch. How much does the average 5-year-old girl in the United States weigh, and
how tall is she?
Answer: The average 5-year-old girl in the United States is 42 ½ inches tall and
weighs 39 pounds.
TB_Q7.2.170
Identify two brain areas that show particularly rapid growth in early childhood.
Answer: Temporal and frontal cortex governing language functions and prefrontal
cortex governing executive functions grow rapidly in early childhood.
childhood.
TB_Q7.3.171
What is executive function? Name the three executive functions that are important in
early childhood.
Answer: Executive function is deliberate and conscious control of thoughts,

actions, and emotions in order to achieve goals or solve problems. Three relevant executive
functions are inhibiting responses or thoughts, working memory and shifting between mental
states, tasks or rules.
570
TB_Q7.4.172
What is cumulative risk? What are some factors related to cumulative risk?
Answer: Cumulative risk is a child’s total score on a set of environmental risk

factors. Factors such as income, marital status, and environmental stress make up cumulative
risk.
TB_Q7.5.173
What is a fundamental movement skill? Provide an example.
Answer: A fundamental movement skill is a component that makes up more

complex motor skills. Examples include cocking the leg in order to kick or balancing on one foot
so that the other leg can swing into the kick.
TB_Q7.7.174
Keiko was right-handed, but her best friend, Fatinah, was left-handed. When does the
initial bias toward right-handedness begin, according to developmental systems theory?
Answer: According to developmental systems theory, the initial bias toward right-
handedness begins in the womb.
TB_Q7.9.175
Define food insecurity and provide an example.
Answer: Food insecurity is a condition where a child or family does not have a
regular supply of nutritious food. For example, a family might go without meat, fresh fruit and
vegetables for a week, living only on bread, rice and soup.
preferences.
571
TB_Q7.11.176
What are the most common source of injuries or death among children 11 years old and
younger?
Answer: Accidents are the most common source of injuries or death among
children 11 years old and younger. Among accidental injuries, falls, being struck by an object
and automobile accidents are the most frequent.
TB_Q7.13.177
Describe the mandatory reporting rules on child abuse.
Answer: Teachers, child care providers, pediatricians, nurses, psychologists, and

social workers are required to report suspected cases of abuse to Child Protective Services.
TB_Q7.14.178
Describe the processes that typically occur in a developmental cascade.
Answer: Behavior or events at one age lead to changes in behavior at another age
that can accumulate over time and result in a large developmental change. The effects can move
from one aspect of development (such as brain development) to another (cognitive
development).
TB_Q7.14.179
State the relation between physical abuse and a child’s language development, IQ and
academic achievement.
572
Answer: Children with a history of physical abuse tend to have deficits in
language, IQ, and academic achievement.
TB_Q7.15.180
Describe two strategies that have been tried with some success to address maltreatment of
younger children?
Answer: Two strategies to address maltreatment of younger children, which have

been tried with some success, are (1) helping at-risk families reduce stress by managing their
daily lives and child care, and (2) attempting to improve the attachment relationship between
maltreating mothers and their children.
Essay Questions
TB_Q7.2.181
Describe the most important aspects of brain development that take place in early
childhood.
Feedback:
Synaptic density reaches a peak in language and prefrontal areas.
Children have up to 50% more synapses than adults in these areas of the brain at this
time.
Complexity and efficiency of neural networks improves due to growth of dendrites and
white matter pathways.
Gray matter and white matter volume grows slowly and steadily after age 2.
The brains of preschoolers use more glucose than that of adults.
childhood.
TB_Q7.3.182
573
Describe the three processes that are important executive functions in early childhood.
Feedback:
Processes that are executive functions in early childhood include:
1. Working memory
Retaining and operating on information in short-term memory
2. Inhibition of responses or thoughts
3. Shifting between mental states, rules, or tasks
TB_Q7.3.183
How is the brain involved in executive functions?
Feedback:
The prefrontal cortex is heavily involved in executive functions.
Higher prefrontal activation is associated with better performance on rule switching,
working memory, and inhibition tasks.
TB_Q7.4.184
Explain how environmental factors, including cultural influences, are related to executive
functioning?
Feedback:
Higher cumulative risk, a composite of many separate environmental risk factors, is
related to lower executive functioning.
Parenting quality (provision of material resources and positive engagement) is also
related to executive functioning.
Korean children develop executive functioning skills earlier than children in the United
States, perhaps because of the emphasis of Korean parents on quietness, restraint, and waiting for
one’s turn in games and social interactions.
TB_Q7.4.185
574
What factors, including executive functions, contribute to variability among children in
academic success and school behavior?
Feedback:
Executive functions at 4-5 years are related to reading and math achievement and teacher
ratings of externalizing and internalizing behavior in early elementary school.
Fine motor skills combine with executive functions to predict academic gains.
TB_Q7.5.186
Describe how changes in fundamental movement skills combine with practice and
motivation to lead to development changes in complex motor skills.
Feedback:
Fundamental movement skills, such as running, kicking, and throwing undergo a series of
steps in development.
Changes in perceptual skills are also important in complex motor skills.
Motivation and practice also contribute to advances in motor skills.
According to dynamic systems theory, once all elements of a skill such as kicking a ball
have been developed, a small change in one component (such as motivation, practice, or motor
skill) may lead to a relatively sudden emergence of the more mature skill.
TB_Q7.6.187
Describe the importance of pencil grips in learning to write. What other factors influence
the development of writing skills?
Feedback:
Children initially hold a pencil using the power grip but by age 6 they develop the more
versatile tripod grip that enables them to achieve greater control over fine movements of the
pencil.
Correct practice using the tripod grip is helpful in developing writing skills.
Practice doing a variety of things with the fingers such as painting, stringing beads, etc.,
helps children to be more successful when they start to write.
575
TB_Q7.6.188
Describe the six stages in the development of drawing, and what factors, including an
understanding of symbols, availability of drawing materials and culture influence progression
through the stages.
Feedback:
Scribble stage: children make several different scribble marks that are the basic elements
of later drawings.
Placement stage: children place their scribbles in distinct locations on the page.
Shape stage: children produce six basic shapes like circle and square.
Design stage: children begin to combine the basic shapes (e.g. circles inside a larger
circle for a face).
Early pictorial stage: drawings of complete objects like a person or a house.
Late pictorial stage: children add details to earlier drawings such as eyes and eyelashes on
a face.
TB_Q7.7.189
How does handedness develop from birth through about 5 years, according to a
developmental systems approach?
Feedback:
There does not seem to be a single gene responsible for hand preference.
According to developmental systems theory, hand preference begins prenatally.
The position of most infants in the womb makes it easier to make right arm
movements.
Some infants switch hand preference after 6 months of age.
There seems to be brain plasticity for hand preferences for the first 2 years.
Social experience is also important.
TB_Q7.9.190
Explain the types of experiences with food that influence young children’s choices of
healthy foods to eat.
Feedback:
Offering children the same food repeatedly.
Associate nutritional foods with a pleasant environment.
576
Adults and older peers model preference and enjoyment of healthy foods.
preferences.
TB_Q7.9.191
Explain what food insecurity is and why families faced with food insecurity may put their
children at risk for obesity.
Feedback:
Food insecurity is not getting enough nutritious food to maintain normal activity and
health, but without being seriously malnourished.
It is associated with obesity because children eat lower-priced convenience foods
that are high in fat and sugar and parents can’t afford a regular supply of fresh fruits and
vegetables.
Parents often splurge on unhealthy treats when money is available.
preferences.
TB_Q7.11.192
Analyze the main risk factors for accidental injuries in young children, including gender,
cognitive capacities, parental behavior, and sociocultural factors.
Feedback:
Boys are more active and parents expect them to explore more, which puts them at
greater risk for injuries than girls.
Children have less knowledge of safety issues and even when they know what not to do,
because of immature executive functions, they have more trouble resisting doing unsafe things
than older children.
Prenatal enforcement of safety rules at home is important, but parents don’t often restate
safety rules after age 3.
American Indians and African Americans are more likely to be poor and their children to
play in unsafe housing or neighborhoods where they can be injured.
People born in the United States value independence more than immigrants, especially
from Latin America and Asia, and more independence means greater exposure to risk of injuries.
577
TB_Q7.13.193
Name and describe the different types of maltreatment. Provide an example for each.
Feedback:
Child neglect: failure to provide for a child’s basic physical, educational, and emotional
needs.
Physical abuse: inflicting severe bodily harm on a child as by hitting, shaking, pushing,
etc.
Sexual abuse: sexual touching, committing or attempting to commit sexual intercourse or
other sexual acts with a child, exposing a child to indecent acts or involving a child in
pornography or prostitution.
Psychological abuse: acts or failures to act that undermine a child’s basic emotional and
psychological needs, such as verbal abuse, threatening, terrorizing, isolating, rejecting, and
damaging a child’s self- esteem.
TB_Q7.14.194
What are the major risk factors in caregivers for physical abuse?
Feedback:
Poverty
Single parenthood
Lack of social support from relative or other adult
Social isolation from family, friends, neighbors
History of abuse or living in a family characterized by conflict
History of mental illness
History of substance abuse
TB_Q7.14.195
Summarize the research linking the experience of maltreatment with brain development.
Feedback:
Abuse and neglect lead to frequent and unpredictable stress and higher production of
cortisol.
578
Excessive levels of cortisol can cause the HPA axis to malfunction.
Malfunction over long periods of time can have harmful effects on the brain.
TB_Q7.14.196
Explain how a developmental cascade can lead to problems in perception of emotions

and to social difficulties.
Feedback:
Abused children are always on the alert for an angry facial expression in the abusing
adult.
This leads them to be biased toward seeing anger even when a facial expression is
ambiguous or neutral.
These children may overreact to perceived threats leading to problems in social
interaction with peers.
Another pathway to problems with peers occurs because of insecure attachment, which
leads to poor emotional regulation.
This can also result in excessive aggression and disruptive behavior leading to
peer rejection.
TB_Q7.15.197
Describe three types of interventions with families and children that can make a
difference in preventing maltreatment or treating maltreated children and the major results of
these interventions.
Feedback:
Home visits to high-risk (i.e., poor single mothers or pregnant women) families that are
continued until the child reaches age 2 leads to a lower risk of child maltreatment.
Improving the mother-child attachment relationship improves the response to stress and
normalize cortisol levels.
Psychoeducational interventions with mothers also reduce the rate of maltreatment and
lead to normalization of cortisol levels.
579
580
TOTAL REVEL Assessment
ASSESSMENT Chapter 7 Early Childhood
GUIDE
Learning Objectives Remember Understand the Apply What You Analyze It
the Facts Concepts Know
LO 7.1: Identify factors EOC_7.1 EOM_7.1.1
that influence individual
differences in growth rates.
LO 7.2: Identify which EOC_7.2 EOM_7.1.2
aspects of brain growth are
prominent in early
childhood.
LO 7.3: Describe how EOM_7.1.3 EOC_7.3,
improvements in brain EOM_7.1.4
functioning are thought to
contribute to the
development of executive
functions in early
childhood.
LO 7.4: Explain which EOC_7.5 EOC_7.4,
factors influence EOM_7.1.5
development of executive
functions.
LO 7.5: Explain how EOC_7.6 EOM_7.2.1,
gross motor skills improve EOM_7.2.2
during early childhood.
LO 7.6: Describe how the EOC_7.8, EOC_7.7,
fine motor skills of EOM_7.2.3 EOM_7.2.4
drawing and writing
develop.
LO 7.7: Explain the EOC_7.10,
development of EOC_7.9,
handedness in the first 5 EOM_7.2.5
years.
LO 7.8: Describe the EOC_7.11,
factors associated with EOM_7.3.1
sleep disturbances.
(Continued on next page)
581
Learning Objectives Remember Understand the Apply What You Analyze It
the Facts Concepts Know
LO 7.9: Explain what EOM_7.3.2 EOC_7.12
factors influence children’s
developing food preferences.
LO 7.10: Describe the most EOC_7.13,
common illnesses or diseases EOM_7.3.3
affecting children, and note
LO 7.11: Discuss how risks EOC_7.14, EOC_7.15
from the most common EOM_7.3.4
sources of injuries among
young children can be
minimized.
LO 7.12: Describe two EOM_7.3.5 EOC_7.16
environmental hazards that
pose a risk to young
children.
LO 7.13: Discuss the risk EOC_7.17, EOC_7.18
factors for child EOM_7.4.1
maltreatment.
LO 7.14: Explain how the EOC_7.19, EOM_7.4.3
consequences of EOM_7.4.2,
maltreatment can be EOM_7.4.4
viewed as following a
developmental cascade
within and across domains of
development.
LO 7.15: Describe two EOC_7.20 EOM_7.4.5
strategies that may help
prevent maltreatment.
582
REVEL QUIZ QUESTIONS
EOM_7.1.1
At age 5, girls have a faster rate of physical maturation on the average than boys, due to
___________.
a. larger average brain size

b. stronger muscles on the average
c. more rapid bone growth on the average
d. longer leg bones on the average
Answer: C
Difficulty: Easy
Skill: Analyze It
Topic: Growth of the Body and Brain
LO 7.1: Identify factors that influence individual differences in growth rates.
EOM_7.1.2
The complexity and efficiency of neural networks improve during early childhood over levels in
infancy due to ___________.
a. reduced use of glucose

b. growth of dendrites and myelination of neuron pathways
c. a decrease in synaptic density in the prefrontal cortex by age 3 1/2 years
d. a decrease in the growth of gray matter until age 24 months
Answer: B
Difficulty: Difficult
Skill: Understand the Concepts
LO 7.2: Identify which aspects of brain growth are prominent in early childhood.
EOM_7.1.3
Each of the following is a distinct aspect of executive functions in early childhood except
___________.
a. inhibition
b. working memory
c. mental flexibility
d. language comprehension
Answer: D
Difficulty: Moderate
583
Skill: Remember the Facts
LO 7.3: Describe how improvements in brain functioning are thought to contribute to the
development of executive functions in early childhood.
EOM_7.1.4
Moriguchi and Hiraki used the near-infrared spectroscopy (NIRS) method to study links between
executive functions and brain activity. They found that improvement from ages 3 to 4 in
switching to a new rule in card sorting was associated with ___________.
a. increases in brain activity in the inferior (lower) frontal areas

b. decreases in brain activity in an area of the prefrontal cortex
c. no change in brain activity in areas of the prefrontal cortex
d. changes in overall brain activity rather than any one specific location
Answer: A
Skill: Analyze It
EOM_7.1.5
Which of the following is a common element among Tourette’s syndrome, obsessive compulsive
disorder, and ADHD?
a. Abnormalities in the brain’s temporal lobe

b. Diminished ability to delay rewards and pursue goals
c. Diminished ability to self-regulate
d. Excessive tics such as verbal and physical outbursts
Answer: C
LO 7.4: Explain which factors influence development of executive functions.
EOM_7.2.1
In the preschool years, many complex movements, such as tracking a ball and kicking it during a
soccer game, are built up from combinations of simpler movements known as ____________.
a. gross motor skills

b. fundamental movement skills
584
c. fine motor skills
d. dynamic systems
Answer: B
LO 7.5: Explain how gross motor skills improve during early childhood.
EOM_7.2.2
According to dynamic systems theory, motor development depends on a variety of factors

working together. Which of the following is an environmental factor that affects motor
development for a task such as kicking a ball?
a. Sensing the movement and location of the ball

b. Sensing one’s body position in relation to the ball
c. Balancing on one foot
d. Practicing kicking the ball into a goal
Answer: D
EOM_7.2.3
According to Rhoda Kellogg’s research, children progress through six universal stages of
drawing at different rates, and their drawings are influenced by ____________.
a. gender
b. formal instruction
c. culture
d. confidence
Answer: C
LO 7.6: Describe how the fine motor skills of drawing and writing develop.
EOM_7.2.4
A young child who has not yet learned to write will have an easier time learning to write with a
pencil if she has previously _____________.
585
a. experienced stringing beads
b. been given a pencil and allowed to write however she wanted with it
c. indicated a hand preference
d. thrown a ball using the wrist
Answer: A
Skill: Apply What You Know
EOM_7.2.5
According to Michel and colleagues’ developmental systems view of handedness development,

_______________.
a. nearly all infants of 6 to 14 months of age use predominantly one hand to reach and grasp
objects
b. handedness is entirely learned by experience
c. infants’ experiences with using primarily one hand in early motor skills tend to lead to
use of that hand for more complex motor skills at the next developmental phase
d. handedness is entirely based on brain maturation
Answer: C
LO 7.7: Explain the development of handedness in the first 5 years.
EOM_7.3.1
According to the National Sleep Foundation Survey, which of the following is the most common
sleep disturbance?
a. Snoring
b. Trouble falling asleep
c. Stalling before bedtime
d. Actively resisting bedtime
Answer: C
Topic: Children’s Health and Safety
LO 7.8: Describe the factors associated with sleep disturbances.
586
EOM_7.3.2
Which of the following is an effective way to get children to eat vegetables or other novel,
healthy foods?
a. Repeatedly offer the same food to the child over time

b. Offer incentives like sweets for eating a healthy food
c. Disguise or hide a healthy food in a preferred dish
d. Give a child a time-out for not trying a healthy food
Answer: A
Difficulty: Easy
LO 7.9: Explain what factors influence children’s developing food preferences.
EOM_7.3.3
A common complication of respiratory infections, particularly in preschools and child care

centers, is ______________.
a. mumps
b. measles
c. tooth cavities
d. otitis media
Answer: D
LO 7.10: Describe the most common illnesses or diseases affecting children, and note
EOM_7.3.4
Which of the following U.S. ethnic groups has the lowest rate of childhood injuries and
fatalities?
a. African Americans
b. Whites
c. Asian/Pacific Islanders
d. Hispanics
Answer: C
Difficulty: Easy
587
LO 7.11: Discuss how risks from the most common sources of injuries among young children
can be minimized.
EOM_7.3.5
Which of the following statements about lead exposure in young children is true?
a. The environment of inner-city, low-income children in the United States still contains
lead.
b. Lead does not appear to harm the developing brain in a permanent way.
c. In one five-year longitudinal study, lead levels in young children were brought down
using nutritional and mineral treatments, and cognitive deficits disappeared.
d. As long as there is no lead found in the home, children are safe from lead exposure.
Answer: A
LO 7.12: Describe two environmental hazards that pose a risk to young children.
EOM_7.4.1
All of the following characteristics can combine to place caregivers at greater risk for
committing physical or emotional abuse and neglect except ______________.
a. living in conditions of poverty

b. single parenthood
c. higher education level
d. social isolation from family, friends, or neighbors
Answer: C
Topic: Child Maltreatment and Neglect
LO 7.13: Discuss the risk factors for child maltreatment.
EOM_7.4.2
The idea behind the concept of ___________ is that negative events or behavior at one age create
small changes at a later age and worsen in severity at that age, possibly leading to reduced well-
being of a child or a full-blown developmental or psychiatric disorder at the next phase.
a. cumulative risk
b. a developmental cascade
c. stress
588
d. executive function
Answer: B
LO 7.14: Explain how the consequences of maltreatment can be viewed as following a
developmental cascade within and across domains of development.
EOM_7.4.3
Which of the following is likely to be a direct developmental effect of an insecure or

disorganized attachment in a child with a history of maltreatment?
a. Problems interacting with peers

b. An inability to discriminate among facial expressions
c. Change in the HPA axis, allowing a child to function well in their life even with high
cortisol levels over time
d. Better ability to interpret a new person’s emotional state
Answer: A
Skill: Analyze It
EOM_7.4.4
Physically abused children are able to discriminate among facial expressions but show unusual
attentiveness to __________ faces.
a. sad
b. angry
c. frightened
d. surprised
Answer: B
589
EOM_7.4.5
Experimental interventions leading to more secure mother–child attachment relationships also

affected children’s cortisol levels. This implies that improving security of attachment might lead
to _________.
a. higher educational achievement in maltreated children

b. lower than normal cortisol levels
c. higher than normal cortisol levels
d. nearly normal cortisol levels and better adaptation to the stress in the social environment
Answer: D
Skill: Analyze It
LO 7.15: Describe two strategies that may help prevent maltreatment.
EOC_7.1
Height is affected by all of the following except ______.
a. gender
b. cognitive development
c. hormonal factors
d. nutrition
Answer: B
Difficulty: Easy
LO 7.1: Identify factors that influence individual differences in growth rates.
EOC_7.2
Studies of how much glucose the brains of children and adults consume (using the PET scanner)
found that ____________.
a. adults’ brains were more active

b. there were no age-related differences after infancy
c. the brains of 8- to 9-year-olds were more active
d. preschoolers’ brains were the most active
Answer: D
590
LO 7.2: Identify which aspects of brain growth are prominent in early childhood.
EOC_7.3
Which aspect of executive function was challenged when researchers asked children to sort cards
first by color and then by shape?
a. Retaining and operating on information in short-term memory

b. Shifting between right and left hands
c. Shifting between mental states, rules, or tasks
d. Inhibition of responses or thoughts
Answer: C
Skill: Analyze It
EOC_7.4
Comparisons of Korean and British preschool-age children revealed advantages in inhibition and
switching that were hypothesized to be due to _______________.
a. innate differences in brain development

b. differences in parental emphasis on development of working memory
c. differences in parental emphasis on social restraint and waiting one’s turn
d. differences in frontal lobe brain activity
Answer: C
EOC_7.5
In 2013, researchers who analyzed data from the Family Life Project, which made close
observations of the home environment and mother–infant interaction, determined that the
strongest predictor of executive functioning was ________.
a. cumulative risk
b. frontal lobe abnormalities
c. cultural standards
d. food insufficiency
591
Answer: A
Difficulty: Easy
EOC_7.6
All of the following statements about gross motor development are true, except for which one?
a. Learning to kick a ball accurately involves several aspects of development beyond simply
mastering the movements of kicking, such as accurately sensing the movement and
current location of the ball, sensing one’s body position in relation to the ball, and the
ability to balance on one foot.
b. Fundamental movement skills do not follow any particular developmental sequences.
c. Practice and motivation are also essential to mastering gross motor skills.
d. Each component of a particular skill may be on a slightly different developmental
timetable, and the overall skill may be awkward until all elements necessary to the skill
emerge and become coordinated together at a particular point in development.
Answer: B
EOC_7.7
A first-grade teacher notices that one of her 6 1/2-year-old pupils is holding his pencil tightly in
his fist, making most of his movements with his arm. He is drawing a picture of a man in a hat.
She is surprised to see that at his age, he is ________.
a. still using the power grip

b. using the tripod grip
c. adding a hat to his picture of a person
d. aggregating basic shapes
Answer: A
592
EOC_7.8
Both Kellogg’s classic studies of children’s drawing and a more recently published study show
that a key process underlying the development of drawing at ages 3 to 4 years is
_______________.
a. learning to scribble in distinct locations on the page rather than all over
b. developing motor skills first and then addressing socioemotional aspects of development
c. practice drawing detailed human figures
d. cognitive advances in understanding and using symbols
Answer: D
EOC_7.9
Three-year-old Rosito uses his left hand to throw, eat, and draw like his father. His mother
allows him to use his left hand when he wants to, which is most of the time. She is right-handed,
though, and has been showing him how to use his right hand because she wants him to have the
option of using both hands. According to research, _______________.
a. Rosito will likely switch completely to using his right hand

b. Rosito will become able to use the right hand equally as well as the left hand equally well
within a few months
c. Rosito will be slightly delayed in developing highly skilled movements with the left hand
but will ultimately be predominantly left-handed
d. Rosito appears to have gotten the gene for left-handedness from his father, and no
amount of practice with the right will improve right-handed skills
Answer: C
EOC_7.10
Which key principle of developmental neuroscience underlies the observation that certain
experiences bias children from birth to be predominantly left- or right-handed, but the process of
development of hand preference can be delayed or even reversed (e.g., from left to right or right
to left) within the first 5 years of postnatal development?
a. Brain maturation
593
b. Brain plasticity
c. Fundamental movement skills
d. Maturation of executive functions
Answer: B
EOC_7.11
Which of the following was cited by Canadian researchers as a potential cause of nightmares in
children?
a. A fussy or anxious temperament

b. Repressed night terrors
c. Co-sleeping with parents
d. Napping for 1 to 3 hours
Answer: A
LO 7.8: Describe the factors associated with sleep disturbances.
EOC_7.12
Mason and his parents live in Detroit. His parents are financially strapped and don’t always have
enough food in the house to feed the entire family. The parents sometimes go without a full meal
so that Mason can eat until he is satisfied, but sometimes even Mason doesn’t get enough to eat.
Mason’s situation would be described as _______________.
a. food insecurity
b. food scarcity
c. malnutrition
d. a lack of nutritional education
Answer: A
LO 7.9: Explain what factors influence children’s developing food preferences.
594
EOC_7.13
One important way to maintain children’s health is to be sure they get their full set of
vaccinations. The following illnesses can be prevented by vaccines except ________.
a. polio
b. measles
c. rubella
d. otitis media
Answer: D
Difficulty: Easy
LO 7.10: Describe the most common illnesses or diseases affecting children, and note
EOC_7.14
According to the Federal Interagency Forum on Child and Family Statistics, the most common
reason that parents bring a child ages 1 to 4 to an emergency room is _______________.
a. the child was struck and injured by an object or person

b. the child fell and got injured
c. the child was injured in a motor vehicle accident
d. the child ate something poisonous
Answer: B
can be minimized.
EOC_7.15
Four-year-old Alejandra keeps sustaining minor injuries around the home. The most likely
reasons according to research are all of the following except _______.
a. Alejandra is a girl
b. Alejandra does not always remember safety rules
c. Alejandra does not always comply with safety rules even when she knows the rules
d. Alejandra’s parents don’t supervise her activities as much as they should
Answer: A
595
can be minimized.
EOC_7.16
Aubrey was screened as part of a health study and was found to have a high blood level of
cotinine and frequent asthma symptoms. Aubrey has likely been exposed to _______________.
a. lead paint
b. allergens such as cat hair and pollen
c. secondhand cigarette smoke
d. someone with an upper respiratory infection
Answer: C
LO 7.12: Describe two environmental hazards that pose a risk to young children.
EOC_7.17
The four main categories of maltreatment consist of all of the following except __________.
a. emotional abuse
b. accidental injury
c. physical abuse
d. neglect
Answer: B
EOC_7.18
A common scenario in an act of abuse is a type of “perfect storm” in which a parent is under a
great deal of immediate stress, a young child’s behavior has upset the parent, and
_______________.
a. the parent was abused by his or her own parents

b. the parent is poorly educated
c. the parent lacks appropriate parenting skills and knowledge of children’s capabilities
d. the parent was neglected as a child
596
Answer: C
Skill: Analyze It
EOC_7.19
A developmental cascade can occur in cases of maltreatment in which children have problems
with emotional regulation leading later to difficulties with ___________________.
a. language
b. learning disabilities
c. cognitive deficits
d. aggression and rejection by peers
Answer: D
EOC_7.20
Studies have shown that programs that make home visits lead to a reduction in cases of child
maltreatment among at-risk mothers compared to a control group that did not receive home
visits. One likely mediating factor in these experimental interventions is _______________.
a. mothers learning to manage stress as well as child caregiving

b. removal of the child for a time from the home environment
c. the mother getting a job
d. the child simply getting older and easier to care for
Answer: A
Difficulty: Easy
LO 7.15: Describe two strategies that may help prevent maltreatment.
597
Another random document with
no related content on Scribd:
objects whose names occur in ancient literature, we lose half the
pleasure of reading it. In reading the New Testament, I can
certainly say for myself, that I derive more pleasure from the
narrative of the woman who poured the contents of the alabaster
box over the head of Jesus, now that I know what an alabastron
is, and how its contents would be extracted; and in the same way
I appreciate the remark made by the silversmith in the Acts, that
all Asia and the world worshipped the Ephesian Diana, now that I
know her image to be stamped not on the coins of Ephesus only,
but on many other cities throughout Asia also. Here, I think, we
have pleasure and profit combined in one. Instances are
abundant where monuments illustrate profane authors. The
reader of Aristophanes will be pleased to recognise among the
earliest figures on vases that of the ἱππαλεκτρυών, the cock-
horse, or horse-cock, which cost Bacchus a sleepless night to
conceive what manner of fowl it might be. “The Homeric scholar
again,” it has been said, “must contemplate with interest the
ancient pictures of Trojan scenes on the vases, and can hardly
fail to derive some assistance in picturing them to his own
imagination, by seeing how they were reproduced in that of the
Greeks themselves in the days of Æschylus and Pindar[25].”
24. Figrelius, quoted in the Museum of Classical Antiquities, Vol. I. p. 4.
25. Edinburgh Review, u. s.
Further, not only is ancient literature, but also modern art,

aided by archæology. It is well known how, in the early part of the
thirteenth century, Niccola Pisano was so attracted by a bas-
relief of Meleager, which had been lying in Pisa for ages
unheeded, “that it became the basis of his studies and the germ
of true taste in Italy.” In the Academy of St Luke at Rome, and in
the schools established shortly afterwards at Florence by
Lorenzo de’ Medici, the professors were required to point out to
the students the beauty and excellence of the works of ancient
art, before they were allowed to exercise their own skill and
imagination. Under the fostering patronage of this illustrious man
and of his not less illustrious son a galaxy of great artists lighted
up all Europe with their splendour. Leon Batista Alberti, one of
the greatest men of his age, and especially great in architecture,
was most influential in bringing back his countrymen to the study
of the monuments of antiquity. He travelled to explore such as
were then known, and tells us that he shed tears on beholding
the state of desolation in which many of them lay. The prince of
painters, Raffaelle,
timuit quo sospite vinci

Rerum magna parens et moriente mori,
and the prince of sculptors, Michael Angelo, both drew their

inspiration from the contemplation of the art-works of antiquity.
The former was led to improve the art of painting by the frescoes
of the baths of Titus, the latter by the sight of a mere torso
imbibed the principles of proportion and effect which were so
admirably developed in that fragment[26]. And not only the arts of
sculpture and painting, but those which enter into our daily life,
are furthered by the wise consideration of the past. Who can
have witnessed the noble exhibitions in Hyde Park or at
Kensington without feeling how much the objects displayed were
indebted to Hellenic art? In reference to the former of these Mr
Wornum says: “Repudiate the idea of copying as we will, all our
vagaries end in a recurrence to Greek shapes; all the most
beautiful forms in the Exhibition, (whether in silver, in bronze, in
earthenware, or in glass,) are Greek shapes; it is true often
disfigured by the accessory decorations of the modern styles, but
still Greek in their essential form[27].”
26. For this and the preceding facts see the Museum of Classical Antiquities, Vol. I.
pp. 13-15. The frescoes of the baths of Titus have subsequently lost their
brilliancy. See Quatremère de Quincy’s Life of Raphael, p. 263. Hazlitt’s
Translation. (Bogue’s European Library).
27. The Exhibition as a Lesson in Taste, p. xvii.*** (Printed at the end of the Art-
Journal Illustrated Catalogue, 1851).
And yet I must, in concluding this Introductory Lecture, most

strongly recommend to you the study of archæology, not only for
its illustration of ancient literature, not only for its furtherance of
modern art, but also, and even principally, for its own sake. “Hæc
studia adolescentiam alunt, senectutem oblectant, secundas res
ornant, adversis perfugium ac solatium præbent; delectant domi,
non impediunt foris, pernoctant nobiscum, peregrinantur,
rusticantur[28].” Every one who follows a pursuit in addition to the
routine duties of life has, by so doing, a happiness and an
advantage of which others know little. The more elevated the
pursuit, the more exquisite the happiness and the more solid the
advantage. Now if
The proper study of mankind is man,
then most assuredly archæology is one of the most proper

pursuits which man can follow. For she is the interpreter of the
remains which man in former ages has left behind him. By her
we read his history, his arts, his civilisation; by her magical
charms the past rises up again and becomes a present; the tide
of time flows back with us in imagination; the power of
association transports us from place to place, from age to age,
suddenly and in a moment. Again the glories of the nations of the
old world shine forth;
Again their godlike heroes rise to view,

And all their faded garlands bloom anew.
28. Cicero pro Archia poeta, c. vii.
To adopt and adapt the words of one who is both a learned

archæologist and a learned astronomer of this University, I feel
that I may, under any and all circumstances, impress upon your
minds the utility and pleasure of “every species and every
degree of archæological enquiry.” For “history must be looked
upon as the great instructive school in the philosophical
regulation of human conduct,” as well as the teacher “of moral
precepts” for all ages to come; and no “better aid can be
appealed to for” the discovery, for “the confirmation, and for the
demonstration of the facts of history, than the energetic pursuit of
archæology”[29].
29. See an address delivered at an Archæological meeting at Leicester, by John Lee,
Esq., LL.D. (Journal of Archæol. Association for 1863, p. 37).
NOTES.
Pp. 15-20. Nearly everything contained in the text relating to

pre-historic Europe will be found in the Revue Archéologique for
1864, and in Sir C. Lyell’s Antiquity of Man, London, 1863; see
also for Thetford, Antiq. Commun. Vol. I. pp. 339-341, (Cambr.
Antiq. Soc. 1859); but the following recent works (as I learn from
Mr Bonney, who is very familiar with this class of antiquities) will
also be found useful to the student:
Prehistoric Times. By John Lubbock, F.R.S. London, 1865.
8vo.
The Primeval Antiquities of Denmark. By Prof. Worsäe.
London, 1849. 8vo. (Engl. Transl.).
Les Habitations Lacustres. Par F. Troyon. Lausanne, 1860.
Les Constructions Lacustres du Lac de Neufchâtel. Par E.
Desor. Neufchâtel, 1864.
Antiquités Celtiques et Antédiluviennes. Par Boucher de
Perthes. Paris, 1847.
Die Pfahlbauten. Von Dr Ferd. Keller. Ber. I-V. (Mittheilungen
der Antiquarischen Gesellschaft in Zurich). 1854, sqq. 4to.
Die Pfahlbauten in den Schweizer-Seeen. Von I. Staub. Zurich,
1864. 8vo.
Besides these there are several valuable papers in the
Transactions of the Royal, Geological, and Antiquarian Societies
(by Messrs John Evans, Prestwich, and others), the Natural
History Review, and other Periodicals.
p. 26. For the literature relating to ancient Egypt see Mr R. S.
Poole’s article on Egypt, in Smith’s Dictionary of the Bible, Vol. I.
p. 512.
pp. 29-31. Besides the works of Robinson, De Saulcy, Lewin,
Thrupp, and others, the following books may be mentioned as
more especially devoted to the archæology of Jerusalem:
The Holy City. By George Williams, B.D. (Second edition,
including an architectural History of the Church of the Holy
Sepulchre by the Rev. Robert Willis, M.A., F.R.S. 1849.)
Jerusalem Explored. By Ermete Pierotti. Translated by T. G.
Bonney, M.A. 1864.
Le Temple de Jérusalem. Par le Comte Melchior de Vogüé,
1865. The Count considers none of the present remains of the
Temple to be earlier than the time of Herod.
To these I should add Mr Williams’ and Mr Bonney’s tracts,
directed against the views of Mr Fergusson, in justification of
those of Dr Pierotti.
p. 31, l. 20. From some remarks made to me by my learned
friend, Count de Vogüé, I fear that this is not so certain a
characteristic of Phœnician architecture as has been commonly
supposed. He assigns some of the bevelled stones which occur
in Phœnicia to the age of the Crusades.
p. 31, last line. For the very remarkable Phœnician
sarcophagus discovered in 1855, and for various references to
authorities on Phœnician antiquities, see Smith’s Dict. of the
Bible, Vol. II. p. 868, and Vol. III. p. 1850.
p. 36. As a general work on Greek and Roman Coins Eckhel’s
Doctrina Numorum Veterum (Vindobonæ, 1792-1828, with
Steinbuchel’s Addenda, 8 Vols. 4to.) still remains the standard,
though now getting a little out of date.
The same remark must be made of Mionnet’s great work,
Description de Médailles Antiques, Grecques et Romaines,
Paris, 1806-1813 (7 Vols.), with a supplement of 9 Vols. Paris,
1818-1837, giving a very useful Bibliothèque Numismatique at
the end; to which must be added his Poids des Médailles
Grecques, Paris, 1839. These seventeen volumes comprise the
Greek coins: the other part of his work, De la Rareté et du Prix
des Médailles Romaines, Paris, 1827, in two volumes, is now
superseded.
Since Mionnet’s time certain departments of Greek and other
ancient numismatics have been much more fully worked out,
especially by the following authors:
De Luynes (coins of Satraps; also of Cyprus); L. Müller (coins
of Philip and Alexander; of Lysimachus; also of Ancient Africa);
Pinder (Cistophori); Beulé (Athenian coins); Lindsay (Parthian
coins); Longpérier, and more recently Mordtmann (coins of the
Sassanidæ); Carelli’s plates described by Cavedoni (coins of
Magna Græcia, &c.); other works of Cavedoni (Various coins);
Friedländer (Oscan coins); Sambon (coins of South Italy); De
Saulcy, Levy, Madden (Jewish coins); V. Langlois (Armenian,
also early Arabian coins); J. L. Warren (Greek Federal coins;
also more recently, copper coins of Achæan League); R. S.
Poole (coins of the Ptolemies); Waddington (Unedited coins of
Asia Minor).
For Roman and Byzantine coins (including Æs grave and
Contorniates) see the works of Marchi and Tessieri, Cohen,
Sabatier, and De Saulcy.
Others, as Prokesch-Osten, Leake, Smyth, Hobler, and Fox,
have published their collections or the unedited coins of them;
and all the numismatic periodicals contain various previously
unedited Greek and Roman and other ancient coins.
p. 40. Fabretti’s work is entitled, Glossarium Italicum in quo
omnia vocabula continentur ex Umbricis, Sabinis, Oscis, Volscis,
Etruscis, cæterisque monumentis collecta, et cum
interpretationibus variorum explicantur (Turin, 1858-1864). Many
figures of the antiquities, on which the words occur, are given in
their places.
p. 43. Cromlechs in some, if not in all cases, appear to be the
skeletons of barrows.
p. 44. The following works will be found useful for the student
of early British antiquities:
Pictorial History of England, Vol. I. Lond. 1838.
Archæological Index to remains of Antiquity of the Celtic,
Romano-British, and Anglo-Saxon periods. By J. Y. Akerman,
F.S.A. London, 1847 (with a classified index of the Papers in the
Archæologia, Vols. I-XXXI.).
Ten years’ diggings in Celtic and Saxon Grave Hills in the
Counties of Derby, Stafford, and York, from 1848-1858. By
Thomas Bateman. London, 1861. A most useful work, which will
indicate the existence of many others. In connection with this see
Dr Thurnam’s paper on British and Gaulish skulls in Memoirs of
Anthropological Soc. Vol. I. p. 120.
The Land’s End District, its Antiquities, Natural History, &c. By
Richard Edmonds. London, 1862.
Catalogue of the Antiquities of Stone, Earthen, and Vegetable
Materials, in the Museum of the Royal Irish Academy. By W. B.
Wilde, M.R.I.A. Dublin, 1857.
The Coins of the Ancient Britons. By John Evans, F.S.A. The
plates by F. W. Fairholt, F.S.A. London, 1864. By far the best and
most complete work hitherto published on the subject.
Also, the Transactions of various learned Societies in Great
Britain and Ireland, among which the Archæologia Cambrensis is
deserving of special mention.
For the Romano-British Antiquities may be added Horsley’s
Britannia Romana, 1732; Roy’s Military Antiquities of the
Romans in Britain, 1793; Lysons’ Relliquiæ Britannico-Romanæ.
London, 1813, 4 Vols. fol.
Monographs on York, by Mr Wellbeloved; on Richborough and
other towns, by Mr C. R. Smith; on Aldborough, by Mr H. E.
Smith; on Wroxeter, by Mr Wright; on Caerleon, by Mr Lee; on
Cirencester, by Messrs Buckman and Newmarch; on Hadrian’s
wall, by Dr Bruce; on various excavations in Cambridgeshire, by
the Hon. R. C. Neville.
p. 45. For the Roman Roads, &c. in Cambridgeshire, see Prof.
Charles C. Babington’s Ancient Cambridgeshire, Cambr. 1853
(Cambr. Ant. Soc).
— No doubt need have been expressed about Wroxeter, which
should hardly have been called ‘our little Pompeii’; the area of
Wroxeter being greater, however less considerable the remains.
See Wright’s Guide to Uriconium, p. 88. Shrewsbury, 1860. For
various examples of Roman wall-painting in Britain see Reliq.
Isur. by H. E. Smith, p. 18, 1852.
p. 46. For Romano-British coins see
Coins of the Romans relating to Britain, described and
illustrated. By J. Y. Akerman, F.S.A. London, 1844.
Petrie’s Monumenta Historica Britannica, Pl. I-XVII. London,
1848 (for beautiful figures).
Others, published by Mr C. R. Smith in his valuable
Collectanea Antiqua; also by Mr Hobler, in his Records of Roman
History, exhibited on Coins. London, 1860. Others in the
Numismatic Chronicle, in the Transactions of the Cambridge
Antiquarian Society, and perhaps elsewhere.
For medieval and modern numismatics in general we may
soon, I trust, have a valuable manual (the MS. of which I have
seen) from the pen of my learned friend, the Rev. W. G. Searle.
He has favoured me with the following notes:
On medieval and modern coins generally we have
Appel, Repertorium zur Münzkunde des Mittelalters und der
neuern Zeit, 6 Vols. 8vo. Pesth, 1820-1829.
Barthélémy, Manuel de Numismatique du moyen âge et
moderne. Paris, 1851. 12mo.
The bibliography up to 1840 we get in
Lipsius, Biblioth. Numaria, Leipz. 1801 (2 Vols.) 8vo., and in
Leitzmann, Verzeichniss aller seit 1800 erschienenen Numism.
Werke, Weissensee, 1841, 8vo.
On medieval coins, their types and geography, we have
J. Lelewel, La Numismatique du Moyen-âge, considérée sous
le rapport du type. Paris, 1835, 2 vols. 8vo. Atlas 4to.
Then there are the great Numismatic Periodicals:
Revue Numism. 8vo. Paris, 1836.
Revue de la Num. Belge, 8vo. Brussels, 1841.
Leitzmann, Numismatische Zeitung, 4to. Weissensee, 1834.
On Bracteates:
Mader, Versuch über die Bracteaten. Prague, 1797, 4to.
And the great Coin Catalogues of
Welzl v. Wellenheim. 3 vols. 8vo. Vienna, 1844 ff. (c. 40,000
coins).
v. Reichel at St Petersburgh, in at least 9 parts.
On current coins we have
Lud. Fort, Neueste Münzkunde, engravings and descr. 8vo.
Leipzig, 1851 ff.
p. 45. For almost everything relating to ivories and for a great
deal on the subjects which follow, see Handbook of the Arts of
the Middle Ages and Renaissance, Translated from the French
of M. Jules Labarte, with notes, and copiously illustrated,
London, 1855, which will lead the student to the great authorities
for medieval art, as Du Sommerard, &c. I have also examined
and freely used Histoire des Arts industriels au moyen âge et à
l’époque de la Renaissance, Par Jules Labarte. Paris, 1864, 8vo.
2 volumes; accompanied by an album in quarto with descriptions
of the plates, also in two volumes.
p. 47. For examples of medieval calligraphy and illuminations
see Mr Westwood’s Palæographia Sacra Pictoria, (Lond. 1845),
and his Illuminated Illustrations of the Bible, (London, 1846).
p. 48. A good deal of information about Celtic, Romano-British,
and medieval pottery will be found in Mr Jewitt’s Life of
Wedgwood, London, 1865. For ancient pottery in general
(excluding however the medieval) see Dr Birch’s Ancient Pottery
and Porcelain, London, 1858, which will conduct the student to
the most authentic sources of information. In connection with this
should be studied Mr Bunbury’s article in the Edinburgh Review
for 1858, to which Mr Oldfield’s paper on Sir W. Temple’s vases
in the Transactions of the Royal Soc. of Lit. Vol. VI. pp. 130-149
(1859), may be added.
—— For medieval sculpture see Flaxman’s Lectures. The
‘horrible and burlesque’ style of the earlier ages was discarded in
the thirteenth century, when the art revived in Italy. Italian artists
executed various sepulchral statues in this country, which
possess considerable merit, as do others by native artists, but
the great beauty of our sepulchral monuments consists in their
architectural decorations.
p. 49. For the coinage of the British Islands see the works of
Ruding, Hawkins, and Lindsay, also for the Saxon coins found in
great numbers in Scandinavia, Hildebrand and Schröder.
Humphreys’ popular work on the coinage of the British Empire,
so far as the plates are concerned, is useful, but the author is
deficient in scholarship.
p. 52. For the statements here made on oil-painting see
Bryan’s Dict. of Painters and Engravers, by Stanley, (London,
1849), under Van Eyck, and Sir C. L. Eastlake’s Materials for a
History of Oil-painting. (London 1847.)
p. 53. For medieval brasses, see
Bowtell, Monumental Brasses and Slabs. London, 1847, 8vo.
——— Monumental Brasses of England, a Series of
engravings in wood. London, 1849.
Haines, Manual of Monumental Brasses. 2 parts. London,
1861, 8vo. This contains also a list of all the brasses known to
him as existing in the British Isles. Mr Way has given an account
of foreign sepulchral brasses in Archæol. Journ., Vol. VII.
p. 56. Several English frescoes are described and figured in
the Journal of the Archæological Association, passim.
p. 62, l. 13. The omission of ancient costume has been pointed
out to me. The actually existing specimens however are mostly
very late; with the exception of a few articles of dress found in
Danish sepulchres of the bronze period, or in Irish peat bogs of
uncertain date, the episcopal vestments of Becket now
preserved at Sens are the earliest which occur to my
recollection; and there are few articles of dress, I believe, so
early as these. However both ancient and medieval costume is
well known from the representations on monuments of various
kinds. See inter alia Hope’s Costume of the Ancients; Becker’s
Gallus and Charicles; Strutt’s Dress of the English People, edited
by Planché, (Lond. 1842); Shaw’s Dresses and Decorations of
the Middle Ages.
p. 67. The statement about Patin is made on the authority of a
note in Warton’s edition of Pope’s Works, Vol. III. p. 306. (London
1797.)
p. 68. The remark about the crab was made to me by the late
Mr Burgon, and I do not know whether it has ever been printed;
its truth seems pretty certain. For the Rhodian symbol see my
paper in the Numismatic Chronicle for 1864, pp. 1-6.
PREPARING FOR PUBLICATION,

An Introduction to the Study of Greek Fictile Vases; their
Classification, Subjects, and Nomenclature. Being the
substance of the Disney Professor’s Lectures for 1865, and
of those which he purposes to deliver in 1866.
CAMBRIDGE: PRINTED AT THE UNIVERSITY PRESS.
Transcriber’s Notes:
Missing or obscured punctuation was
silently corrected.
Typographical errors were silently
corrected.
Inconsistent spelling and
hyphenation were made consistent
only when a predominant form was
found in this book.
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In handedness, social experience is

It is rare for children to change their primary hand after age

Answer: a. sleep terrors

Three- to five-year-olds sleep ________ toddlers.

Answer: a. less than

Answer: a. no longer took naps.

The sleep problems of young children can best be addressed by

Answer: b. having a consistent bedtime routine.

Answer: a. stalling before bedtime.

The least common sleep problem of young children is

Researchers found a correlation between more frequent nightmares in children and

Answer: c. having more conflict with parents during the day

Approximately ________ of 2- to 5-year-olds are obese.

When it comes to food preferences, children