Lifespan Development Lives in Context 1st Edition Kuther Test Bank

Lifespan Development Lives in Context 1st Edition Kuther Test Bank
Lifespan Development Lives in Context 1st Edition

Kuther Test Bank
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uther-test-bank/
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Kuther, Lifespan Development Instructor Resource
Chapter 08: Test Bank

Socioemotional Development in Early Childhood
Multiple Choice
1. Erikson’s third stage of psychosocial development is:
a. initiative versus guilt.
b. autonomy versus shame and doubt.
c. trust versus mistrust.
d. industry versus inferiority.
Ans: a
Learning Objective: 8.1
Cognitive Domain: Knowledge
Answer Location: Psychosocial Development in Early Childhood
Question Type: MC
2. The task of the psychosocial stage initiative versus guilt involves:

a. the development of motivation and drive to achieve.
b. the development of learning what one is good at.
c. the development of purposefulness and pride in one’s accomplishments.
d. the development of independence and ability to engage in self-help skills.
Ans: c
Cognitive Domain: Comprehension
Question Type: MC
3. Kevin’s parents have set the rule that he must clean up his toys every night as part of his
bedtime routine. One night, he fell asleep before he cleaned up. He woke up crying after he
realized that he didn’t put his toys away before bedtime. What stage is Kevin illustrating?
a. Initiative versus guilt
b. Autonomy versus shame and doubt
c. Trust versus mistrust
d. Industry versus inferiority
Ans: a
Cognitive Domain: Application
Question Type: MC
4. When children fail to develop a sense of initiative in early childhood, they develop an overly
critical conscience, resulting in:
a. the inability to get along with peers.
b. rigid moral values that cause difficulty in understanding other’s perspectives.
c. lower academic performance.
d. a reduction in motivation to exert the effort to master new tasks.
Ans: d
Cognitive Domain: Analysis
Question Type: MC
5. When children demonstrate independence and act purposefully, they are primed to develop a
healthy sense of:
a. perspective.
b. self-esteem.
c. direction.
d. morality.
Ans: b
Question Type: MC
6. Which of the following is not an outcome of developing a sense of initiative?

a. Confident self-image
b. More control over their emotions
c. Social skills
d. Academic ability
Ans: d
Question Type: MC
7. Abigail’s teacher has witnessed a change in the complexity of Abigail’s play. Abigail used to
love to stack blocks and then push them over. Recently, Abigail has begun to build houses with
the blocks instead of just a stack to knock over. She asks her teacher to keep her houses each
time she builds one and not put away the blocks so she can show her father when he picks her
up. According to Erikson, what is Abigail developing?
a. Initiative
b. Industry
c. Trust
d. Generativity
Ans: a
Question Type: MC
8. A child’s self-description is called a(an):

a. self-esteem.
b. self-concept.
c. identity.
d. self-understanding.
Ans: b
Answer Location: Self-Concept
Question Type: MC
9. Jenny tells everyone that she is 4 years old and is blonde with blue eyes. Sometimes she tells
people that she has a black dog and a white cat. She also tells people how high she can jump.
What is this called?
a. Self-esteem
b. Identity
c. Self-concept
d. Self-understanding
Ans: c

Question Type: MC
10. Rick is a boy who collects toy cars. His mother donated some of his cars to his preschool.
When Rick is introduced to a new child at his preschool, he immediately tells the child which cars
are “his” at school (the ones donated from his mom) and talks about his collection of cars at
home. What does this describe?
a. Selfishness
b. An inability to share
c. Self-concept
d. Pride
Ans: c
Question Type: MC
11. How old are children when they begin to include emotions and attitudes in their self-
descriptions?
a. By 2 years of age.
b. By 5 years of age.
c. By 3.5 years of age.
d. By 6 years of age.
Ans: c
Question Type: MC
12. Young children tend to be overly optimistic about their skill level. Which of the following is not
a reason that young children have an overoptimistic perspective on their skills?
a. Cognitive development
b. Secure attachment with caregivers
c. Easy temperament
d. Positive feedback for their task-related efforts
Ans: c
Question Type: MC
13. A person’s general emotional evaluation of one’s own worth is called:

a. self-esteem
b. self-concept.
c. self-understanding.
d. self-fulfillment.
Ans: a
Question Type: MC
14. Children around the age of _____ tend to describe themselves in more abstract ways, shifting
from concrete descriptions of behavior to trait-like psychological constructs.
a. 4
b. 5
c. 7
d. 9
Ans: c
Question Type: MC
15. The concern or sorrow for another person is called:

a. sympathy.
b. empathy.
c. goodness of fit.
d. social referencing.
Ans: a
Answer Location: Empathy and Prosocial Behavior
Question Type: MC
16. Maddie really wants to paint at the easel. She walks up to Jeffrey who is painting and takes
his paint brush. What type of aggression is Maddie engaging in?
a. Focused aggression
b. Interfering aggression
c. Inhibited aggression
d. Instrumental aggression
Ans: d
Answer Location: Aggression
Question Type: MC
17. When does instrumental aggression typically occur?

a. When interacting with parents
b. During play
c. When the child is tired
d. During meal times
Ans: b
Question Type: MC
18. Which theory addresses the advancement of perspective taking that allows for greater
empathetic and prosocial behavior?
a. Behaviorism
b. Psychoanalytic theory
c. Theory of mind
d. Information processing theory
Ans: c

Question Type: MC
19. Andrew’s parents are very strict. They expect Andrew to obey them, and he is not allowed to
question what they say or he is punished. His parents yell at him often and when he disobeys
they spank him. What type of parenting style describes Andrew’s parents?
a. Uninvolved
b. Authoritative
c. Permissive
d. Authoritarian
Ans: d
Answer Location: Authoritarian Parenting
Question Type: MC
20. Jon’s parents are warm and sensitive. They hug him and praise him every day. His parents
also are strict in rule setting. When Jon got his first bicycle, they sat down with him and talked
about safety and the rules associated with bike riding. They asked Jon what he thought would be
a fair distance to ride away from the house and together came up with a route he could take.
What type of parenting style describes Jon’s parents?
a. Uninvolved
b. Authoritative
c. Permissive
d. Authoritarian
Ans: b
Answer Location: Authoritative Parenting
Question Type: MC
21. Parents who focus on their own needs rather than those of the child have a(an):
a. uninvolved parenting style.
b. authoritarian parenting style.
c. authoritative parenting style.
d. permissive parenting style.
Ans: a
Answer Location: Uninvolved Parenting
Question Type: MC
22. Parents who permit their children to make their own decisions at an early age, often before
they are able, engage in a(an):
Ans: d
Answer Location: Permissive Parenting
Question Type: MC
23. What characteristic do preschoolers who are raised by permissive parents tend to exhibit?
a. Anger and defiance

b. Overwhelmed by challenging tasks
c. Confidence
d. Socioemotional immaturity
Ans: d
Question Type: MC
24. Which parenting style results in a child displaying confidence, cooperation, self-esteem, social
skills, and high academic achievement?
a. Uninvolved parenting style.
b. Authoritarian parenting style.
c. Authoritative parenting style.
d. Permissive parenting style.
Ans: c
Question Type: MC
25. Parents who are warm, accepting, indulgent, and have few rules and expectations for their
children exhibit the:
Ans: d
Question Type: MC
26. Which parenting style results in a parent most likely responding to a child’s question of “why”
with the answer “because I say so”?
a. Uninvolved parenting style
b. Authoritarian parenting style
c. Authoritative parenting style
d. Permissive parenting style
Ans: b
Question Type: MC
27. Parents who emphasize behavioral control and obedience over warmth engage in the:
Ans: b

Question Type: MC
28. The methods a parent uses to teach and socialize children toward acceptable behavior is
called:
a. guided direction.
b. social referencing.
c. discipline.
d. pragmatics.
Ans: c
Answer Location: Discipline
Question Type: MC
29. According to the experts, how do children learn best?

a. When they are punished for misbehavior.
b. When they are reinforced for good behavior.
c. When they see others being punished for misbehavior.
d. When they are allowed to make decisions on their own.
Ans: b
Question Type: MC
30. Removing a child from the situation for a short period of time is called:
a. time out.
b. isolation.
c. distraction.
d. redirection.
Ans: a
Question Type: MC
31. MacKenzie is a 2-year-old who gets along well with her peers. When she saw another child
upset because he didn’t have a cookie, she gave him her cookie. Her mother gave her a hug and
told her how proud she was of her for sharing her cookie. MacKenzie experienced a form of:
a. redirection.
b. reinforcement.
c. punishment.
d. distraction.
Ans: b
Question Type: MC
32. Which of the following child behaviors is not associated with corporal punishment?
a. Helplessness
b. Hyperactivity
c. Passivity
d. Fear of the parent
Ans: b
Answer Location: Physical Punishment
Question Type: MC
33. Michelle is a parent of a 2-year-old boy. At dinnertime, she always gives him choices such as
“would you like broccoli or carrots.” She tries to help him become aware of the consequences of
his actions. When he pulls his cat’s tail, she always talks to him about gentle touches and how
pulling the cat’s tail hurts and will make the cat run away from him. What type of discipline does
Michelle use?
a. Corporal punishment
b. Redirection
c. Inductive discipline
d. Reinforcement
Ans: c
Answer Location: Inductive Disciplinary Methods
Question Type: MC
34. Which disciplinary method is most likely going to result in the parent modeling effective
conflict resolution for their child?
b. Redirection
d. Reinforcement
Ans: c
Answer Location: Inductive Disciplinary Methods
Question Type: MC
35. Which discipline technique is most likely to result in a child showing higher rates of emotional
and social problems than other children?
b. Redirection
d. Reinforcement
Ans: a
Question Type: MC
36. Who is most likely to be a perpetrator of child maltreatment?

a. Biological parents
b. Boyfriend or girlfriend of a child’s parent
c. Babysitter
d. Relatives other than parents
Ans: a
Answer Location: Child Maltreatment
Question Type: MC
37. What age of child is most likely to die from child maltreatment?
a. Over age 7
b. 5–7 years of age
c. 3–5 years of age
d. Under age 3
Ans: d
Question Type: MC
38. Which of the following risk factors for child maltreatment falls under the societal level?
a. Legal definitions of violence and abuse
b. Inadequate housing
c. The availability of social support
d. Low family income
Ans: a
Answer Location: Risk Factors for Child Maltreatment
Question Type: MC
39. Vicky is a parent who does not know a lot about child development. She expects her child to
be able to do more than she is developmentally capable of. Vicky has low self-esteem, poor
coping skills, and is unhappy most of the time. She yells at her children almost every day. What
are Vicky’s children at risk for?
a. Schizophrenia
b. Unrealistic belief in their abilities
c. Child maltreatment
d. Dyslexia
Ans: c
Question Type: MC
40. Which of the following is not considered to be a mandated reporter of child maltreatment?
a. Teachers
b. The everyday citizen who witnesses abuse
c. Law enforcement officers
d. Health care workers
Ans: b
Question Type: MC
41. Margaret is a kindergarten teacher. She has a student who behaves in a very passive
manner. The student is overly compliant, misses class often, and has difficulty concentrating. The
student is very hesitant to engage with peers and watches everything that goes on as if he is on
alert. What should Margaret do?
a. Margaret should report the student’s behavior to the local child welfare agency because the
child is showing signs of child maltreatment.
b. Margaret should not say anything because the child might become more withdrawn and
nervous.
c. Margaret should report her concerns regarding the student to her principal.
d. Margaret should call the student’s parents and report her concerns.
Ans: a
Question Type: MC
42. Excluding someone from social activities, withdrawing friendship, spreading rumors, or
humiliating the person is known as _____ and is more common in _____.
a. overt aggression; boys
b. relational aggression; boys
c. overt aggression; girls
d. relational aggression; girls
Ans: d
Answer Location: Gender Differences
Question Type: MC
43. Activities, attitudes, skills, and characteristics that are considered appropriate for males or
females are:
a. gender stereotypes.
b. gender roles.
c. gender typing.
d. gender beliefs.
Ans: b
Question Type: MC
44. Children as young as _____ will consistently choose same-sex playmates as well as toys and
activities associated with their sex.
a. 1 year of age
b. 2 years of age
c. 6 months of age
d. 3 years of age
Ans: d
Question Type: MC
45. Which of the following is an example of gender typing?

a. Jessica says that girls are smart and boys are stupid.
b. Andrea says that when she grows up she is going to take care of babies.
c. Connor says that when he gets married his wife is going to stay at home and clean.
d. Andrew thinks all boys are strong.
Ans: a

Question Type: MC
46. Which of the following is an example of a gender stereotype?

a. Danny tells his mom that she can’t lift the box because she is weak, but his dad can because
he is strong.
b. Jack only plays with boys on the playground.
c. Olivia likes to play with boys and girls when she plays kickball.
d. Hannah always chooses to play with dolls and doesn’t like to play with cars.
Ans: a
Question Type: MC
47. Which area shows the largest gender difference between boys and girls?
a. Academic ability
b. Athletic ability
c. Aggression
d. Problem solving
Ans: c
Question Type: MC
48. Which area is a skill that boys are better at than girls?
a. Mathematical computation tasks
b. Spatial tasks
c. Fine motor skills
d. Verbal tasks
Ans: b
Question Type: MC
49. The view that males have adapted to become more aggressive and competitive because
these traits were advantageous in securing a mate and having babies is consistent with a _____
explanation of gender differences.
a. cognitive-developmental explanation.
b. contextual explanation.
c. biological explanation.
d. psychoanalytic explanation.
Ans: c
Answer Location: Biological Explanations
Question Type: MC
50. A child’s understanding that gender does not change, he or she will always be the same
regardless of appearance, activities, or attitudes, is called:
a. gender stability.
b. gender constancy.
c. gender schema.
d. gender difference.
Ans: b
Answer Location: Cognitive-Developmental Explanations
Question Type: MC
51. Lauren (a girl) told her grandma that she is a boy because she likes to wear “boy shirts” and
wants to be a football player. Lauren does not yet understand:
c. gender schema.
Ans: b
Question Type: MC
52. Alex says that he is a boy but when he grows up he is going to be a girl. Alex does not yet
understand:
c. gender schema.
Ans: a
Question Type: MC
53. The cognitive-developmental explanation of gender role development that emphasizes

information processing and environmental influences is called:
a. gender preference theory.
b. theory of mind.
c. gender schema theory.
d. information processing theory.
Ans: c
Question Type: MC
54. The ability of infants as young as 3 to 4 months of age to distinguish between male and
female faces as shown by habituation and preferential looking studies reflects which explanation
of gender role development?
a. Cognitive-developmental explanation
b. Contextual explanation
c. Biological explanation
d. Psychoanalytic explanation
Ans: a
Question Type: MC
55. Jeffrey tells other children to get out of his yard in a mean voice. His friends cheer him on and
praise him for being tough. When his sister asks him to stop being mean, he ignores her. Jeffrey’s
behavior is consistent with which explanation of gender role development?
a. Cognitive-developmental explanation
b. Contextual explanation
c. Biological explanation
d. Psychoanalytic explanation
Ans: b
Answer Location: Peers
Question Type: MC
56. Which theoretical perspective is consistent with a contextual explanation of gender role
development?
a. Social learning theory
b. Psychoanalytic theory
c. Ethological theory
d. Theory of mind
Ans: a
Answer Location: Contextual Explanations
Question Type: MC
57. Rough-and-tumble play includes all of the following except:

a. self-control.
b. fine motor control.
c. emotional regulation.
d. social skills.
Ans: b
Answer Location: Play and Children’s Development
Question Type: MC
58. Rough-and-tumble play peaks at the age of:

a. 2–4 years of age.
b. 4–6 years of age.
c. 6–8 years of age.
d. 8–10 years of age.
Ans: d
Question Type: MC
59. Amanda is sitting next to Ben in the block area. They are both building their own tower. They
are not talking to one another and they are not sharing blocks. Amanda and Ben are engaging in:
a. parallel play.
b. associative play.
c. cooperative play.
d. solitary play.
Ans: a

Answer Location: Types of Play
Question Type: MC
60. Natalie and Greta are pretending to be superheroes. They are on the playground finding
victims to save (which are really just their peers that they are pretending to save). They are able
to get five other children to join along. Natalie, Greta, and their peers are engaging in:
a. parallel play.
b. associative play.
c. cooperative play.
d. solitary play.
Ans: c
Question Type: MC
True/False
1. If children do not develop a sense of initiative in early childhood, Erikson says they will instead
develop guilt.
Ans: True
Question Type: TF
2. Taking on adult roles through play is an activity primarily seen in the United States and not
typically observed in other societies.
Ans: False
Question Type: TF
3. Three-year-olds are able to accurately assess their abilities when describing themselves.
Ans: False
Question Type: TF
4. Children’s conceptions of themselves are described in great detail in all cultures.

Ans: False
Question Type: TF
5. Young children maintain their positive views about themselves because they do not compare
their performance with that of other children.
Ans: True
Question Type: TF
6. Empathy is the capacity to understand another person’s emotion.

Ans: True
Question Type: TF
7. Most children’s levels of aggression increase from 24 months of age to third grade.
Ans: False
Question Type: TF
8. The most common form of aggression seen in early childhood is instrumental aggression.
Ans: True
Question Type: TF
9. Preschoolers who view high amounts of violence on television tend to show higher levels of
aggression and poorer school achievement in adolescence.
Ans: True
Answer Location: Box 8.1: Lives in Context: Television and Children’s Development
Question Type: TF
10. The most positive developmental outcomes are associated with the authoritarian parenting
style.
Ans: False
Question Type: TF
11. Spanking is against the law in some countries.

Ans: True
Question Type: TF
12. If a parent uses physical punishment, the possible negative effects on the child can be
reduced if the parent also displays warmth to the child on other occasions.
Ans: False

Question Type: MC
13. The effects of child maltreatment are dependent on culture.

Ans: False
Question Type: TF
14. Children who are born premature are not at greater risk for child maltreatment.
Ans: False
Question Type: TF
15. Boys and girls are more alike than they are different.
Ans: True
Question Type: TF
16. As women have entered the workforce and men have taken a more active role in the home,
gender roles have become more flexible in Western societies.
Ans: True
Question Type: TF
17. Mothers tend to show more discomfort with sex-atypical behavior in boys than fathers do.
Ans: False
Answer Location: Parents
Question Type: MC
18. Girls engage in more sociodramatic play than boys.

Ans: True
Question Type: TF
19. Children in collectivist societies tend to play games that emphasize cooperation.
Ans: True
Question Type: TF
20. Children from collectivist societies are more likely to play competitive games such as
dodgeball, follow the leader, and hide and seek.
Ans: False
Question Type: TF
Short Answer
1. According to Erikson, children in the third psychosocial stage of initiative versus guilt learn
about themselves and their social world through:
Ans: play.
Question Type: SA
2. Young children maintain their positive views about themselves because they do not yet engage
in:
Ans: social comparison.
Question Type: SA
3. Sharing a toy, giving another child a hug when he or she is crying, or asking a new child if he
or she would like to play are all examples of:
Ans: prosocial behavior.
Question Type: SA
4. Children from _____ cultures in which children’s relationships with others are stressed, people
live in extended families, and work is shared tend to promote prosocial values and behavior more
than other types of cultures.
Ans: collectivist
Question Type: SA
5. Harsh punishment is a common characteristic of the _____ parenting style.

Ans: authoritarian
Question Type: MC
6. The finding that there are more male characters than female characters in books is an example
of how books can influence:
Ans: gender typing.
Answer Location: Media

Question Type: SA
7. When children play alongside each other but exchange toys and talk about each other’s
activities, they are engaging in what form of play?
Ans: Associative play; associative
Question Type: SA
8. The most advanced form of play is:

Ans: cooperative play; cooperative
Question Type: SA
9. Which type of motor skills are exercised through rough-and-tumble play?

Ans: Gross motor; gross motor skills; large motor; large motor skills
Question Type: SA
10. When children play alongside each other but do not interact, they are engaging in what type
of play?
Ans: Parallel play; Parallel
Question Type: SA
Essay
1. In Erikson’s third stage of psychosocial development, what benefits does play have on
children’s development?
Ans: During play, young children learn about themselves and their social world. They can
experiment and practice new skills in a safe context free of criticism. They learn to work
cooperatively with other children to achieve common goals. Children also practice taking on adult
roles through play: mother, father, doctor, teacher, and police officer. Through play, children also
learn how to manage their emotions and develop self-regulation skills.
Question Type: ESS
2. What is the developmental progression of prosocial behavior from the age of 18 months
through 5 years of age?
Ans: Toddlers at the age of 18 months demonstrate prosocial behavior by helping adults
instrumentally. They will help adults reach a simple action-based goal such as getting something
for them. Between 18 and 24 months of age, toddlers show an increase in prosocial responses to
others’ emotional and physical distress and respond with expressions of concern and comfort.
When children reach 3.5 years of age, they show more complex forms of instrumental assistance,
such as bringing a needed object to an adult without the adult asking for it. The children have the
ability to select an object appropriate to the adult’s need without direction. Between 3 and 5 years
of age, young children show selectivity in prosocial behavior. They share more with children and
adults, and closer to the age of 5 will share with peers they dislike. Prosocial behavior increases
throughout early childhood and reflects a more advanced understanding of others’ perspectives
and goals.
Question Type: ESS
3. What is the difference between authoritarian and authoritative parenting?

Ans: Authoritarian parenting emphasizes behavioral control and obedience over warmth. On the
other hand, authoritative parents are warm and sensitive to children’s needs but also are firm in
their expectations that children conform to appropriate standards of behavior. Children who have
authoritarian parents are expected to conform to parental standards without question. Violations
are accompanied by forceful and often arbitrary punishment. Children with authoritative parents
explain and encourage discussion about the rules they set so that children understand their
purpose and what is expected of them. Authoritarian parents might yell, threaten, or spank their
children. In an authoritative household, when a rule is violated parents explain what the child did
wrong and impose limited, developmentally appropriate punishments that are closely connected
to the misdeed. Authoritarian parents tend to not accept children’s involvement in decisions and
do not grant much autonomy. On the other hand, authoritative parents value and foster children’s
individuality. They encourage their children to have their own interests, opinions, and decisions,
but, ultimately, they control the child’s behavior.
Answer Location: Authoritarian Parenting and Authoritative Parenting
Question Type: ESS
4. What is the difference between physical abuse, sexual abuse, and neglect in terms of the
actual abuse, incidence rates, and the child outcomes related to child maltreatment overall?
Ans: Physical abuse refers to any intentional physical injury to the child and can include striking,
kicking, burning, or biting the child as well as any action that results in physical impairment of the
child. Each year about 18% of cases entail physical abuse. Sexual abuse is more common
among older children and refers to inappropriate touching, comments, intercourse, and other
forms of sexual activity and tends to constitute 10% of cases. Neglect is defined in terms of
deprivation of adequate food, clothing, shelter, or medical care. Child neglect constitutes over
three quarters of cases of child maltreatment. Physical abuse can impair brain development and
functioning through physical damage and can alter the course of brain development, increasing
the child’s risk for post-traumatic stress disorder (PTSD), attention-deficit/hyperactivity disorder,
conduct disorder, and learning and memory difficulties. The emotional effects of child
maltreatment are serious and long lasting. Infants and toddlers who are abused fail to develop
secure attachments to their caregivers, have poor coping skills, low self-esteem, and difficulty
regulating their emotions and impulses. They show more negative affect, such as anger and
frustration, and less positive affect than other children. They are at risk for a range of
psychological disorders, including anxiety, eating, dissociative, and depressive disorder. Child
maltreatment also has negative implications for cognitive development. Children who have
experienced abuse have difficulty making and maintaining friendships and are at greater risk of
being bullies or victims of bullies, as they find it difficult to integrate peer groups and often remain
isolated.
Lifespan Development Lives in Context 1st Edition Kuther Test Bank

Answer Location: Effects of Child Maltreatment

Question Type: ESS
5. What are the benefits of sociodramatic play?

Ans: Children learn from each other and from enacting roles. They learn how to explain their
ideas; to regulate emotions as they pretend to be sad, angry, or afraid; and to develop a sense of
self-concept as they differentiate themselves from the roles they play. Social interactions in
sociodramatic play are an important context for learning as children model higher-level thinking
and interaction skills, scaffolding less-skilled peers and helping them to reach their potential.
Sociodramatic play helps children explore social rules and conventions, promotes language skills,
and is associated with social competence.
Question Type: ESS
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Chapter 08: Test Bank

2. The task of the psychosocial stage initiative versus guilt involves:

6. Which of the following is not an outcome of developing a sense of initiative?

8. A child’s self-description is called a(an):

Learning Objective: 8.2

13. A person’s general emotional evaluation of one’s own worth is called:

15. The concern or sorrow for another person is called:

17. When does instrumental aggression typically occur?

Answer Location: Empathy and Prosocial Behavior

a. Anger and defiance

Answer Location: Authoritarian Parenting

29. According to the experts, how do children learn best?

36. Who is most likely to be a perpetrator of child maltreatment?

45. Which of the following is an example of gender typing?

Answer Location: Gender Differences

46. Which of the following is an example of a gender stereotype?

53. The cognitive-developmental explanation of gender role development that emphasizes

57. Rough-and-tumble play includes all of the following except:

58. Rough-and-tumble play peaks at the age of:

Learning Objective: 8.9

4. Children’s conceptions of themselves are described in great detail in all cultures.

6. Empathy is the capacity to understand another person’s emotion.

11. Spanking is against the law in some countries.

Answer Location: Physical Punishment

13. The effects of child maltreatment are dependent on culture.

18. Girls engage in more sociodramatic play than boys.

5. Harsh punishment is a common characteristic of the _____ parenting style.

Answer Location: Media

8. The most advanced form of play is:

9. Which type of motor skills are exercised through rough-and-tumble play?

3. What is the difference between authoritarian and authoritative parenting?

Kuther, Lifespan Development Instructor Resource

Answer Location: Effects of Child Maltreatment

5. What are the benefits of sociodramatic play?

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