Development Through Life A Psychosocial Approach Newman 12th Edition Test Bank

Development Through Life A Psychosocial Approach

Newman 12th Edition Test Bank

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 CHAPTER SEVEN
Early School Age (4-6 Years)
CHAPTER OBJECTIVES

OBJECTIVE ITEM NUMBER

1. To describe the process of gender identification
during early school age and its importance for the
way a child interprets his or her experiences.
2. To describe the process of early moral development,
drawing from theories and research to explain how
knowledge, emotion, and action combine to produce
internalized morality
3. To analyze changes in the self-theory, with special
focus on the theory of mind and self-esteem during
the early-school-age years.
4. To explore the transition to more complex play and
the process of friendship development in the early
school-age years.
5. To explain the psychosocial crisis of initiative
versus guilt, the central process of identification, the
prime adaptive ego quality of purpose, and the core
pathology of inhibition.
6. To analyze the construct of school readiness, its
relation to the developmental tasks of early school
age, and the obstacles that may prevent children
from being able to adapt and learn in the school
environment.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 99, 100, 102, 119, 110, 121,
142, 147
18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28,
29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39,
40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50,
51, 52, 53, 101, 103, 104, 105, 106, 107,
108, 118, 122, 123, 124, 125, 126, 127,
143, 144, 148
54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64,
65, 66, 67, 109, 110, 111, 128, 129, 130,
145, 149, 150
68, 69, 70, 71, 72, 73, 74, 75, 76, 112,
113, 131, 132, 151
77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87,
88, 89, 90, 91, 92, 93, 94, 114, 115, 116,
117, 133, 134, 135, 136, 137, 146, 152,
153
95, 96, 97, 98, 138, 139, 140, 141, 154

MULTIPLE-CHOICE QUESTIONS
1. Which of the following terms refers to the integrated cognitive, social, and emotional schemes associated
with being male or female?
a. sex
b. sexual orientation
c. gender
d. gender constancy

Conceptual p. 241 C
CO: 1 Easy

Early School Age (4-6 Years) 233

2. According to research on the brain, girls process emotions in an area of the brain close to the speech center,
whereas boys process emotions in the limbic system, more closely linked to action. What is one
consequence of this difference?
a. It is easier for girls to express their emotions in words than for boys.
b. It is easier for boys to express their emotions in words than for girls.
c. Boys get so emotional they cannot act.
d. Girls get so emotional they cannot speak.

Conceptual p. 242 A
CO: 1 Easy

3. The view of gender differences that emphasizes the role of socially agreed-upon norms for particular types
of interaction is called the _______ perspective.
a. constructivist
b. psychoanalytic
c. individual differences
d. cognitive developmental

Conceptual p. 243 A

4. In a staff meeting at Acme Corporation, the men speak first and the women listen, waiting until they have
something new or different to offer. How might the individual differences perspective on gender roles
interpret this behavior?
a. Women are naturally more cautious and passive than men.
b. Women defer to men out of respect for their power and authority.
c. Women have a less well-developed problem-solving capacity than men.
d. All of these fit with an essential differences perspective.

Application p. 243 C
CO: 1 Difficult

5. Which of the following is the earliest component of gender role identification to be achieved?
a. sex-role preference
b. correct use of gender labels
c. sex-role standards
d. understanding that gender is constant

Conceptual p. 243 B
CO: 1 Moderate

6. Terms such as boy, girl, mommy, daddy, aunt, and uncle are examples of
a. sex-role stereotypes.
b. gender bias.
c. sex-role standards.
d. gender labels

Application p. 243 D
CO: 1 Moderate

234 Test Bank Chapter 7

7. What are gender-role standards?
a. cultural expectations about appropriate behavior for boys and girls, men and women
b. knowing that gender is stable, i.e. girls become women, boys become men
c. wanting to do the things that members of your sex are expected to do
d. wanting to grow up to be like your same-sex parent

Conceptual p. 244 A
CO: 1 Easy

8. How does the knowledge of gender-role standards influence a child’s behavior?

a. It influences how much they love their parents.
b. It influences their food preferences and tastes.
c. It influences their preferences for certain toys and games.
d. It influences whether they will go to preschool.

Conceptual p. 244 C
CO: 1 Easy

9. The cognitive underpinning of one’s gender role identification is referred to as a gender

a. label.
b. scheme.
c. constant.
d. preference.

Conceptual p. 245 B
CO: 1 Moderate

10. Some parents believe that boys should be assertive and girls should try to please others. This is an example
of
a. a gender label.
b. a gender-role preference.
c. a gender-role stereotype.
d. none of these.

Conceptual p. 245 C
CO: 1 Moderate

11. What is an example of the idea that the family environment is gendered?
a. Fathers are more assertive than mothers in their interactions with children.
b. Fathers and mothers are both employed outside the home.
c. Families can be categorized by the sex of the head of household.
d. Children have less power in families than adults.

Conceptual p. 245 A
CO: 1 Moderate

12. What is a term for the process through which one person incorporates the values and beliefs of another?
a. heteronomous morality
b. sex-role preference
c. status
d. identification

Conceptual p. 245 D
CO: 1 Easy

Early School Age (4-6 Years) 235

13. Children raised by gay or lesbian parents have
a. homosexual gender preferences.
b. gender preferences that are similar to children raised in heterosexual homes.
c. a higher likelihood of becoming a homosexual.
d. none of these.

Conceptual p. 246 B
CO: 1 Easy

14. You hear a five-year-old girl say, “I love my mommy. When I grow up I want to be just like her.” This is
an example of which of the following?
a. understanding gender labels
b. identifying with the same-sex parent
c. knowledge of gender-role standards
d. none of these

Application p. 247 B
CO: 1 Easy

15. The establishment of a gender preference depends on three factors. Which of the following is not one of
these?
a. the match between one’s strength and competence and the expectations of the gender-role standards
b. how much one likes the parent of the same sex
c. understanding that gender is constant and stable
d. cues from the culture valuing one sex over the other

Conceptual p. 248 C
*CO: 1 Difficult

16. Cultural cues that one sex is valued more than the other contributes to which of the following?
a. forming a gender preference
b. use of gender labels
c. learning gender-role standards
d. understanding of gender constancy

Conceptual p. 248 A
CO: 1 Moderate

17. Which of the following dimensions is an aspect of gender role identification?

a. establishing a gender role preference
b. developing an understanding of gender
c. identifying with the opposite-sex parent
d. acquiring gender role standards

Conceptual p. 249 C
CO: 1 Moderate

236 Test Bank Chapter 7

18. For the early-school-age child, moral development involves a process of learning the family’s moral code
and then using it to guide behavior. This is called
a. avoidance conditioning.
b. internalization.
c. gender-role preference.
d. induction.

Conceptual p. 249 B
CO: 2 Easy

19. Moral development in the early-school-age years involves growth in three domains:
a. emotions, knowledge, and action.
b. internalization, rewards, and punishments.
c. cognitive, physical, and emotional.
d. none of these.

Conceptual p. 249 A
CO: 2 Easy

20. According to learning theories, internalization is a result of

a. identification.
b. empathy.
c. rewards and punishments.
d. cognitive judgments.

Conceptual p. 250 C
CO: 2 Moderate

21. One way to sustain internalization is through

a. avoidance conditioning.
b. operant conditioning.
c. reward conditioning.
d. punishment.

Conceptual p. 250 A
CO: 2 Moderate

22. Alexis, a 6-year old, really wants to eat a cookie out of the cookie jar. However, she remembers how mad
her mother got at her when she ate a cookie right before dinner last week and she starts to feel anxiety. In
the end, Alexis decides not to eat the cookie because she knows it is wrong. This is an example of
a. anxiety conditioning.
b. operant conditioning.
c. reward conditioning.
d. avoidance conditioning.

Application p. 250 D
CO: 2 Moderate

Early School Age (4-6 Years) 237

23. Every day Joseph watches Molly get in trouble when she rides her bike further than their mother allows
them to go. Joseph really wants to go around the corner when riding his bike but he knows his mother will
be angry and that he will get in trouble, so he stops at the corner and turns back towards their house on his
bike. This is an example of
a. observation of models.
b. cognitive schemes.
c. help giving behaviors.
d. punishment.

Application p. 250 A
CO: 2 Moderate

24. According to social learning theory, learning the moral code occurs largely through which of the
following?
a. guilt and shame
b. cognitive schemes
c. help giving behaviors
d. observation and imitation

Conceptual p. 250 D
CO: 2 Easy

25. Samantha, who is 5 years old, is watching TV and sees a boy tell his mother a lie. Nothing bad happens to
the boy. According to social learning theory, she is likely to conclude that
a. lying is morally wrong.
b. lying is alright.
c. lying is a violation of one’s social contract.
d. lying is acceptable as long as it does not disrupt the authority relations in the family.

Application p. 250 B
CO: 2 Moderate

26. Piaget described the major transition in moral development from heteronomous to __________ morality.
a. sensitive
b. representational
c. egocentric
d. autonomous

Factual p. 251 D
CO: 2 Moderate

27. When children see rules as a product of cooperative agreements, they are said to have achieved a level of
_________________ morality.
a. schematic
b. heteronomous
c. autonomous
d. overt

Conceptual p. 251 C
CO: 2 Moderate

238 Test Bank Chapter 7

28. According to cognitive developmental theory, an important aspect of heteronomous moral behavior is
a. whether one believes the behavior would be observed and punished.
b. one’s identification with a loving parent.
c. whether one understands that morality is a product of a social contract.
d. whether one has been punished by spanking or loss of privileges.

Conceptual p. 251 A
*CO: 2 Difficult

29. According to cognitive developmental theory, advances in moral reasoning occur when a child has to
reconcile new views about basic moral concepts with existing views about what is right or wrong. This
process is called
a. social convention.
b. empathy.
c. conventional morality.
d. equilibration.

Conceptual p. 252 D
CO: 2 Moderate

30. Kohlberg expanded on Piaget’s theory by developing a theory of stages of moral judgment. Children of the
early-school-age period (4 to 6) are most likely to be at which level?
a. conventional
b. preconventional
c. postconventional
d. unconventional

Conceptual p. 252 B
CO: 2 Easy

31. When a person decides whether something is morally right or wrong based on how individuals in positions
of authority view it, the person is said to be at which level of moral reasoning?
a. preconventional
b. conventional
c. postconventional
d. unconventional

Conceptual p. 252 B
CO: 2 Moderate

32. Which of the following statements about stage 6 moral reasoning in Kohlberg’s model is most accurate?
a. Stage 6 reasoning requires the development of a set of universal ethical principles that apply across time
and culture.
b. Most adults function at stage 6 reasoning.
c. At stage 6, decisions about justice are based on whether the behavior upholds or violates the laws of
society.
d. None of these.

Conceptual p. 252 A
CO: 2 Easy

Early School Age (4-6 Years) 239

33. Martin Luther King, Jr., who fought for civil rights of minorities and underrepresented groups, displayed
what level of morality according to Kohlberg’s theory?
a. preconventional
b. conventional
c. postconventional
d. unconventional

Application p. 252 C
CO: 2 Difficult

34. Research with early-school-age children suggests that their moral reasoning focuses on
a. upholding a social contract.
b. consequences of their behavior.
c. universal ethical principles.
d. conforming to the opinions of legitimate authorities.

Conceptual p. 252 B
CO: 2 Moderate

35. What type of early childhood educational environment can promote more autonomous, flexible moral
reasoning in young children?
a. Make sure rules are clearly stated at the beginning of the school year.
b. Punish children quickly and not overly severely when they break rules.
c. Involve children in rule making and teach them strategies to help resolve conflicts.
d. Make sure parents and teachers agree about what behaviors are wrong and how to correct these behaviors.

Application p. 253 C
CO: 2 Moderate

36. Which of the following is an example of a social convention transgression as compared to a moral
transgression?
a. using another child’s hat and gloves
b. telling a lie
c. stealing from another student
d. destroying another child’s toy

Application p. 253 A
CO: 2 Easy

37. According to psychoanalytic theory, morality (superego) results from

a. empathy.
b. parental identification.
c. strong id impulses.
d. defense mechanisms.

Conceptual p. 254 B
CO: 2 Moderate

240 Test Bank Chapter 7

38. Several of Freud’s ideas about moral development have been shown to be incorrect. What is one of these
incorrect ideas?
a. Males would have a weaker superego than females.
b. Identification with the mother has a greater role to play in moral development than identification with the
father.
c. Girls’ superego is weaker than boys’ and girls are less able to resist temptation.
d. The superego develops in infancy.

Conceptual p. 254 C
CO: 2 Difficult

39. The object relations theoretical perspective on moral development has revised Freud’s original thinking in
what way?
a. Morality is now considered primarily a new series of defense mechanisms against anxiety.
b. Moral development is viewed as almost entirely cognitive; the role of emotion is much less than Freud
thought.
c. Moral development is seen as emerging earlier than Freud thought, in the context of the first close,
emotional bonds with a caregiver.
d. Morality is seen as developing after latency, during the reawakening of Oedipal and Electra fantasies that
accompany puberty.

Conceptual p. 255 C
CO: 2 Difficult

40. According to object relations theory, morality has its basis in which of the following?
a. behaviors that are rewarded or punished
b. behaviors that strengthen or threaten the bonds between the self and valued others
c. behaviors that create cognitive disequilibrium
d. behaviors that make it easy to delay gratification

Conceptual p. 255 B
CO: 2 Difficult

41. Which term refers to being able to experience the emotion that you perceive someone else is experiencing?
a. ego ideal
b. guilt
c. internalization
d. empathy

Conceptual p. 256 D
CO: 2 Easy

42. What type of empathy is it when you recognize distress in another person and react in the same way you
would if the distress were your own?
a. empathy for another’s life conditions
b. empathy for another’s feelings
c. egocentric empathy
d. global empathy

Conceptual p. 257 C
CO: 2 Moderate

Early School Age (4-6 Years) 241

43. When is the capacity for empathy first observed?
a. infancy
b. toddlerhood
c. early school age
d. middle school age

Factual p. 257 A
CO: 2 Easy

44. Which of the following provides a basis for very young children to recognize emotions in others?
a. guilt
b. sarcasm
c. increased heart rate and blood pressure
d. facial expressions

Factual p. 257 D
CO: 2 Easy

45. Perspective taking differs from empathy in which way?

a. They are both social skills.
b. Perspective taking does not occur at the early-school-age period.
c. Perspective taking involves recognizing someone’s point of view, which may differ from one’s own.
d. Perspective taking reduces a child’s egocentrism.

Conceptual p. 258 C
CO: 2 Moderate

46. Selman’s analysis of levels of social perspective taking suggests that children aged 4 to 6 years are likely to
approach social conflicts in which way?
a. They assume all participants view the situation as they do.
b. They know that another’s gain will be their loss.
c. They realize that people must take each other’s point of view into account before acting.
d. They see all conflicts in terms of the consequences of their behavior for others.

Conceptual p. 258 A
CO: 2 Moderate

47. How is temperament related to the effectiveness of discipline techniques?

a. Children who are slow to warm up never need to be disciplined.
b. Children who are fearful and inhibited need to experience love withdrawal as a discipline strategy.
c. Children who are active and insensitive to disapproval need more focused, directive discipline.
d. Children who are sociable and outgoing need to be disciplined using power assertion.

Conceptual p. 259 C
CO: 2 Difficult

48. Which of the following is a recommendation of the American Academy of Pediatrics about television
viewing for children?
a. let children have televisions in their bedrooms
b. encourage TV viewing before bed
c. discourage all television viewing for all children under age 2
d. restrict television viewing to fictional programming only

Factual p. 260 C
CO: 2 Easy

242 Test Bank Chapter 7

49. According to research, one of the most serious problems associated with televised violence is
a. the violence is punished by violence.
b. the violence is glamorized and goes unpunished.
c. the violence is not easily understood by children.
d. only bad characters perform violent actions.

Factual p. 261 B
CO: 2 Moderate

50. How does TV violence increase aggressiveness among children who watch it?
a. TV violence adds new violent behaviors to the child’s range of behaviors.
b. Viewing violence increases a child’s emotionality, bringing into consciousness angry feelings.
c. Children who watch a lot of TV violence are more likely to think aggressive behavior is acceptable.
d. all of these

Conceptual p. 261 D
CO: 2 Moderate

51. Which of the following is a potential benefit of TV viewing in early childhood?

a. Children can learn to challenge social stereotypes from certain TV programming.
b. Children are quiet and calm while watching TV.
c. Watching TV takes the place of peer interactions in which differences of opinion can arise.
d. Children who watch a lot of televised violence see the world as a more dangerous place.

Conceptual p. 2261 A
CO: 2 Moderate

52. Of the various approaches to understanding moral development discussed in the text, which one makes the
greatest contribution to understanding how children develop the emotions of guilt and remorse associated
with morality?
a. learning theory
b. cognitive theory
c. research on perspective taking
d. psychoanalytic theory

Conceptual p. 261 D
CO: 2 Difficult

53. When televised heroes’ violent actions are rewarded or viewed as successful, children are likely to imitate
these actions. Which theory best accounts for this?
a. Object Relations Theory
b. Kohlberg’s Cognitive Theory of Moral Development
c. Learning theory
d. Evolutionary Theory

Conceptual p. 2262 C
*CO: 2 Difficult

Early School Age (4-6 Years) 243

54. The text treats the ________________ as a theory that links a person’s understanding about the nature of
the world, the nature of the self, and the meaning of interactions between the self and the environment.
a. superego
b. self-concept
c. gender preference
d. reward structure

Conceptual p. 263 B
CO: 3 Moderate

55. The complexity and logic of the self theory changes as a result of
a. maturation of cognitive functions.
b. id impulses.
c. defense mechanisms.
d. gender labels.

Conceptual p. 263 A
CO: 3 Moderate

56. In James’s conceptualization of the self, what is one of the fundamental features of the “I”?
a. the self that one can describe
b. a sense of agency as one who initiates behavior
c. one’s social roles
d. a sense that one’s life is based on discrete, moment-to-moment experiences that do not show continuity

Conceptual p. 264 B
CO: 3 Moderate

57. James differentiated the “I” and the “me” as the components of the self. What is the “me”?
a. the self as knower
b. the self that imitates behavior
c. the self that reflects upon its own qualities
d. the self as an object that can be described by others

Conceptual p. 264 D
CO: 3 Moderate

58. Which of the following is the primary characteristic of the self theory that emerges in infancy?
a. self as an independent, separate being
b. self-criticism
c. the self as a blank slate
d. self as responsive to others

Conceptual p. 264 A
*CO: 3 Moderate

59. Which of the following features characterizes self theory during the early and middle school years?
a. preoccupation with an integration of past, present, and future selves
b. a new level of concern about comparative assessments
c. beginning of self-awareness
d. lack of self-evaluation content

Conceptual p. 266 B
CO: 3 Moderate

244 Test Bank Chapter 7

60. According to Damon and Hart, the organizing principle that integrates aspects of the self-concept during
middle and later childhood is
a. beliefs and plans.
b. interpersonal goals.
c. comparative assessments.
d. categorical identifications.

Conceptual p. 266 C
CO: 3 Moderate

61. The natural way that children, from ages 4 to 6 years, become more aware that people have different points
of view is detailed in the theory of
a. thought.
b. morality.
c. cognition.
d. mind.

Conceptual p. 267 D
CO: 3 Easy

62. The ability to appreciate that what you know or believe to be true is different from what others know and
believe to be true is a salient feature of
a. jealousy.
b. empathy.
c. self-awareness.
d. cognition.

Conceptual p. 267 C
*CO: 3 Moderate

63. A person’s evaluation about his or her own worthiness is called

a. dissonance.
b. egocentrism.
c. self-esteem.
d. self theory.

Conceptual p. 267 C
CO: 3 Easy

64. People with low self-esteem will see any failure as evidence of their
a. contextual dissonance.
b. lack of worth.
c. sense of efficacy.
d. subjective self-concept.

Conceptual p. 268 B
CO: 3 Moderate

Early School Age (4-6 Years) 245

65. People who have high self-esteem
a. have strong positive evaluations of all of their abilities.
b. derive this sense of self-worth primarily through pretend activities.
c. find that failure increases their feelings of doubt about their basic worth.
d. use a variety of strategies to minimize the importance of negative feedback.

Conceptual p. 268 D
CO: 3 Moderate

66. Mary does not feel like anyone likes her and she feels ignored, rejected, and scorned. Mary suffers from low
a. self-esteem.
b. creativity.
c. sense of efficacy.
d. persistence.

Application p. 268 A
CO: 3 Easy

67. Which statement about self-esteem among early-school-age children is correct?

a. Early-school-age boys are more critical of their abilities than early-school-age girls.
b. Early-school-age children are exposed to low levels of peer criticism that challenge self-esteem.
c. Early-school-age children feel less guilty about violating rules and norms than younger children.
d. Early-school-age children are likely to experience feelings of depression and worthlessness that may
crystallize into a scheme for low self-esteem.

Conceptual p. 269 D
CO: 3 Difficult

68. Ring-Around-the-Rosie, London Bridge, and Farmer-in-the-Dell are examples of

a. sensorimotor play.
b. group games.
c. team sports.
d. social pretend play.

Application p. 269 B
CO: 4 Moderate

69. Group games permit children to shift roles. This contributes to which of the following?
a. emotional regulation
b. fantasy
c. perspective-taking abilities
d. self-esteem

Conceptual p. 270 C
*CO: 4 Difficult

70. By the age of 4 or 5, children who have stable friendships become skilled in
a. coordinating their interactions with friends.
b. creating elaborate pretend games.
c. being willing to modify their play preferences so that both members in the friendships have a chance to
enjoy the kinds of play they like best.
d. all of these.

Factual p. 272 D
CO: 4 Moderate

246 Test Bank Chapter 7

71. Why is hopscotch so popular with early-school-age children in many cultures?
c. The game provides a sense of safety and security.
b. There is no fantasy element so children can focus on reality.
c. The game symbolizes perils of childhood and the need for balance while providing opportunities for
mastery.
d. It is an easy game with few opportunities for failure.

Conceptual p. 271 C
CO: 4 Moderate

72. Which of the following statements is true about friendships during early school age?
a. Children of this age prefer mixed-sex play groups.
b. Children tend to evaluate each other on the basis of intentions which are usually seen as positive.
c. Children like to let adults “sit in” on peer play sessions so that they can benefit from the adult’s advanced
play and problem solving.
d. Children tend to have a rather rigid approach to issues of social responsibility, so that peer play is
frequently disrupted by quarrels, “tattling,” and hard feelings about injustices.

Factual p. 272 D
CO: 4 Difficult

73. What is one implication of the fact that girls and boys tend to form same-sex friendship groups?
a. Girls never experience leadership among friends.
b. Girls and boys develop distinct peer-communication strategies.
c. Boys learn to be better listeners and acquire valued skills for building group consensus.
d. Girls and boys lack gender identity so there are no same-sex friendships formed.

Conceptual p. 273 B
CO: 4 Moderate

74. Children are likely to seek others of the same sex as play companions because
a. they believe these children will be kinder to them.
b. parents guide them into same-sex play groups.
c. they believe these other children will have the same play preferences they have.
d. they believe these children will provide diverse mental representations of possible activities.

Factual p. 273 C
CO: 4 Moderate

75. Boys and girls tend to use different strategies to achieve ________ in their same-sex friendship groups.
a. dominance
b. self-efficacy
c. continuity
d. sensorimotor equilibrium

Conceptual p. 273 A
*CO: 4 Moderate

Early School Age (4-6 Years) 247

76. Which of the following is true about the groups girls and boys prefer during early school age?
a. Boys prefer mixed-sex groups while girls prefer same-sex groups.
b. Boys prefer two-person groups, while girls prefer larger groups.
c. Girls prefer two-person groups, while boys prefer larger groups.
d. Girls prefer mixed-sex groups while boys prefer same-sex groups.

Factual p. 274 C
CO: 4 Moderate

77. What is the psychosocial crisis of early school age?

a. trust versus mistrust
b. autonomy versus shame and doubt
c. industry versus inferiority
d. initiative versus guilt

Conceptual p. 274 D
CO: 5 Easy

78. Young children often ask questions about why things are as they are, how things began, and what will
happen in the future. This is a sign of
a. initiative.
b. trust.
c. autonomy.
d. creativity.

Conceptual p. 274 A
CO: 5 Moderate

79. David is 6 years old. He had a tooth pulled this afternoon. His mother just tucked him into bed promising
him that the tooth fairy would be coming for the tooth while he sleeps. David puts pillows under his blanket
and moves into the closet so he can see the tooth fairy take his tooth. This is an example of
a. mistrust.
b. initiative.
c. contextual dissonance.
d. parental identification.

Application p. 275 B
CO: 5 Moderate

80. Suggesting a new game to play, trying to get other kids to play with you, or bragging to friends about
something special are all examples of
a. play frustration.
b. initiative.
c. autonomy.
d. social referencing.

Application p. 275 B
*CO: 5 Moderate

248 Test Bank Chapter 7

81. Three strategies for initiating interaction have been judged to be effective and have been associated with
other evidence of social competence. Which of the following is not one of these strategies?
a. Children show evidence of negative, irritable behavior when playing with others.
b. Children establish common ground by giving meaningful information in response to questions.
c. Children engaged in a positive, friendly interchange with others.
d. Children do not show evidence of negative, irritable behaviors.

Factual p. 275 A
CO: 5 Moderate

82. The emotion that accompanies the sense that one has been responsible for an unacceptable thought, fantasy,
or action is
a. depression.
b. fear.
c. guilt.
d. mistrust.

Conceptual p. 275 C
CO: 5 Easy

83. What is an adaptive outcome of experiencing guilt?

a. curiosity and experimentation
b. a sense of remorse and attempts to set things right
c. intensive self-blame and feelings of worthlessness
d. there is no adaptive outcome related to experiences of guilt

Conceptual p. 275 B
CO: 5 Moderate

84. Children who suffer extreme feelings of guilt are likely to believe that
a. they are a lot like other friends.
b. they can be forgiven for their mistakes.
c. the good things that happen to them are a result of their efforts.
d. their thoughts cause the misfortunes of others.

Conceptual p. 276 D
CO: 5 Moderate

85. Which of the following is true?

a. Girls are more likely to experience guilt than boys when they have lied or been inconsiderate to others.
b. Boys are more likely to experience guilt than girls when they have lied or been inconsiderate to others.
c. Boys are more likely than girls to experience guilt when they blame themselves for unhappiness or conflict
among others.
d. Boys and girls tend to experience similar amounts of guilt in most situations.

Factual p. 276 A
CO: 5 Moderate

Early School Age (4-6 Years) 249

86. The central process of __________ allows children to feel their parents are with them even when their
parents are not physically present.
a. mutuality
b. identification
c. education
d. reciprocity

Conceptual p. 276 B
CO: 5 Moderate

87. Which of the following motives for identification is most closely related to children imitating a model who
controls the resources?
a. identification with the aggressor
b. fear of loss of love
c. need for sex-role similarity
d. need for status and power

Conceptual p. 277 D
CO: 5 Moderate

88. Paradoxically, identification contributes both a sense of connectedness with parents and a sense of
a. independence.
b. competition.
c. isolation.
d. willfulness.

Conceptual p. 277 A
CO: 5 Moderate

89. Sloan’s father is physically abusive. He hits and slaps Sloan to make his point. Sloan is afraid of his
father’s power, but he also admires this power. Sloan likes to slap and punish other children at school in
order to get them to do what he wants. This is an example of
a. identification based on fear of loss of love.
b. agentic identification.
c. identification competence.
d. identification with the aggressor.

Application p. 277 D
CO: 5 Moderate

90. The ______________ is a fantasy of the type of person one aspires to become. It is a product of strong
parental identifications in the early-school-age period.
a. id
b. ego ideal
c. superego
d. ego

Conceptual p. 277 B
CO: 5 Easy

250 Test Bank Chapter 7

91. What is the function of the ego ideal?
a. It punishes wrongdoing.
b. It creates fears and nightmares.
c. It serves as a goal for positive achievement.
d. It negotiates between id and superego.

Conceptual p. 278 C
CO: 5 Moderate

92. Heather wants to be a princess when she grows up. Thus she starts wearing make-up and practicing
curtseys. This is an example of Johanna’s emerging
a. sense of inhibition.
b. preconventional morality.
c. identification with the aggressor.
d. ego ideal.

Application p. 278 D
CO: 5 Easy

93. The early-school-age child who imposes intention and goals on action demonstrates the prime adaptive ego
quality of
a. fidelity to values.
b. purpose.
c. wisdom.
d. hope.

Conceptual p. 278 B
CO: 5 Moderate

94. If behavior is restrained or suppressed, the early school age child demonstrates
a. inhibition.
b. withdrawal.
c. inertia.
d. exclusivity.

Conceptual p. 279 A
*CO: 5 Moderate

95. Parents concerned about children having the combination of physical, cognitive, emotional, and social
skills necessary for kindergarten are concerned about their children’s
a. age.
b. fears.
c. happiness.
d. readiness.

Conceptual p. 279 D
CO: 6 Easy

Early School Age (4-6 Years) 251

96. In a national survey, parents thought children should enter school when
a. they developed specific skills (e.g., able to use a pencil or scissors).
b. they were sensitive to other children’s feelings.
c. they were not disruptive.
d. they could follow directions.

Factual p. 281 A
CO: 6 Moderate

97. All of the following are demographic risk factors associated with the likelihood of poor school adjustment
for children except which one?
a. welfare dependency
b. the gender of the child
c. low parental education
d. single-parent households

Factual p. 281 B
*CO: 6 Moderate

98. _______ are responsible for meeting the goal for school readiness.
a. Schools
b. Parents
c. Professionals
d. All of these

Conceptual p. 282 D
CO: 6 Easy

Post-Test Questions from Student Study Guide

99. Which is the earliest component of gender identification to be achieved?
a. gender-role standards
b. gender label
c. gender constancy
d. gender preference

Factual p. 243 B
CO: 1 Moderate

100. Some parents believe that boys should be assertive and girls should try to please others. This is an example
of ____________________.
a. a gender-role standard
b. a gender label
c. a gender preference
b. none of these

Conceptual p. 243 A
CO: 1 Moderate

252 Test Bank Chapter 7

101. Which of the following theories hypothesizes that moral behavior is a result of repeated associations
between valued behavior and reinforcements?
a. learning theory
b. psychoanalytic theory
c. cognitive-developmental theory
d. social-role theory

Factual p. 262 A
CO: 2 Moderate

102. Developing a preference for attitudes associated with feminine or masculine roles is
____________________.
a. gender typicality
b. contentedness
c. gender preference
d. gender dysphoria

Factual p. 247 C
CO: 1 Moderate

103. When children see rules as a product of cooperative agreements, they are said to have achieved a level of
____________________ morality.
a. cognitive
b. heteronomous
c. internalized
d. autonomous

Conceptual p. 251 D
CO: 2 Moderate

104. A toddler offers her own favorite cuddly blanket to her father when he hurts his leg. This is an example of
which type of empathy?
a. empathy for another’s feelings
b. egocentric empathy
c. empathy for another’s life conditions
d. global empathy

Application p. 257 C
CO: 2 Moderate

105. Which of the following will not help parents teach their children to develop moral reasoning skills?
a. talking with their children
b. introducing alternative views
c. raising questions
d. asserting a high degree of power

Application p. 259 D
CO: 2 Moderate

Early School Age (4-6 Years) 253

106. Research indicates that one consequence for children of viewing televised violence may be
_____________.
a. a short-term highlighted sense of arousal
b. long-term connections to adult violence
c. a greater acceptance of forms of aggression
d. all of above
Factual p. 260 D
CO: 2 Moderate

107. The text does not discuss which theory in terms of moral development?
a. cognitive theory
b. evolutionary theory
c. object relations theory
d. bioecological theory
Conceptual p. 261 D
CO: 2 Moderate

108. Which of the following may be a result of watching television?

a. It decreases participation in community and recreational activities.
b. It helps children view the world as a safe, caring place.
c. It increases social interaction.
d. It decreases interest in commercial products such as toys, candy, and cereal.

Factual p. 261 A
CO: 2 Moderate

109. The function of the ___________ is to assist the individual in successfully interacting with the world.
a. libido
b. gender label
c. sensitive period
d. self theory

Factual p. 263 D
CO: 3 Moderate

110. William James differentiated the “I” and “me” as the components of the self. What is the “me”?
a. the self as an object that can be described by others
b. the self that imitates behavior
c. the self as knower
d. the self that reflects upon its own qualities

Conceptual p. 264 A
CO: 3 Moderate

111. Theory of mind states that children increase their awareness of ___________.
a. other people’s beliefs.
b. others people’s desires.
c. moral imperatives.
d. language development.

Factual p. 267 A
CO: 3 Moderate

112. Play time is at risk of disappearing due to ___________.

a. educational objectives

254 Test Bank Chapter 7

b. reduced time for play
c. a and b
d. b only

Factual p. 269 C
CO: 4 Moderate

113. Which of the following statements about friendship during the early school age period is most accurate?
a. Children of this age rarely argue or quarrel during play.
b. Boys and girls usually play together.
c. Boys and girls tend to pick friends of the same sex.
d. Friendships are based on loyalty and trust.

Conceptual p. 273 C
CO: 4 Easy

114. Which of the following is the best definition for the psychosocial concept of initiative?
a. active investigation of the environment
b. sense of pride in a job well-done
c. anxiety caused by having violated a cultural norm
d. a caring orientation toward relationships

Conceptual p. 274 A
CO: 5 Moderate

115. What is an adaptive outcome of experiencing guilt?

a. curiosity and experimentation
b. a sense of remorse and attempts to set things right
c. intensive self-blame and feelings of worthlessness
d. there is no adaptive outcome related to experiences of guilt

Conceptual p. 276 B
CO: 5 Moderate

116. Which term refers to the psychological mechanism that signals when a violation of a forbidden behavior or
thought is about to occur?
a. fixation
b. guilt
c. phobia
d. mistrust

Conceptual p. 275 B
CO: 5 Moderate

117. Which is not a perspective offered to explain the dynamics of feelings of guilt?
a. psychoanalytical
b. cognitive
c. empathy
d. systems theory
Conceptual p. 275 D
CO: 5 Moderate

Early School Age (4-6 Years) 255

118. Object Relations Theory links mutually responsive care with all of the following except _____.
a. later moral development
b. enhanced need to assert power
c. higher level of compliance
d. increased ability to resist temptation

Conceptual p. 255 A
CO: 2 Moderate

TRUE/FALSE QUESTIONS
119. Gender identification is exclusive to the physical domain.

CO: 1 p. 241 F

120. Girls are rarely passive when interacting with other girls.

CO: 1 p. 244 T

121. The idea that dressing in different clothes does not change someone’s sex is called gender consistency.

CO: 1 p. 244 T

122. According to the views of a child who has achieved autonomous morality, it is more wrong to break ten
cups accidentally than one cup while disobeying a parent.

CO: 2 p. 252 F

123. Kohlberg’s moral levels consist of multiple stages. The most advanced stage is determining justice and
morality by a democratically derived social contract.

CO: 2 p. 252 F

124. Kohlberg’s moral development stages embody a Western, male-oriented value system. Regardless, cross-
cultural longitudinal studies support similar development in other cultures.

CO: 2 p. 254 T

125. According to psychoanalytic theory, the development of the superego increases a child’s impulse control.

CO: 2 p. 254 T

126. Empathy is based on emotional understanding; perspective taking is based on cognitive understanding.

CO: 2 p. 258 T

127. An increase in a child’s level of aggression may be a possible consequence of watching a role model
engage in aggression when the child sees a television hero rewarded for violent actions.

*CO: 2 p. 260 T

256 Test Bank Chapter 7

128. Research supports the psychosocial theory that there is an interaction between the person and environment
on a neural level.

CO: 3 p. 263 T

129. In early childhood, the self is understood through comparative assessments.

CO: 3 p. 265 F

130. Young children tend to evaluate situations on the basis of intentions rather than outcomes.

CO: 3 p. 267 F

131. Hopscotch is an modern game designed to increase the physical coordination of young children.

CO: 4 p. 271 F

132. The only reason children seek others of the same sex to play with is that our society pressures them to do
so.

CO: 4 p. 273 F

133. Only children who have severe psychological problems explore their own bodies.

CO: 5 p. 374 F

134. Depressed mothers teach their children to have more empathy for others and therefore lower levels of guilt
and anxiety.

CO: 5 p. 276 F

135. Planning and enacting plans reflects a sense of purpose due to ego expansion into the present and future.

CO: 5 p. 278 T

136. Without intervention, inhibited children are likely to become increasingly withdrawn, bringing deficits in
social skill development.

*CO: 5 p. 279 T

137. Children who have not internalized cause-effect interactions become inhibited, but are likely to outgrow the
inhibition as they spend more time in school.

CO: 5 p. 279 F

138. A survey of teachers indicated they believe children are ready for school when they have specific skills
such as using a pencil or counting to 20.

CO: 6 p. 281 F

139. Teachers’ concepts of school readiness focus on social behavior while parents focus on skills.

CO: 6 p. 281 T

Early School Age (4-6 Years) 257

140. School readiness skills in children ages 3 to 5 years indicate that poverty status is not a significant factor.

CO: 6 p. 281 F

141. Many children with disabilities are mainstreamed into a classroom without any provision for encouraging
social interaction with the other children.

CO: 6 p. 283 T

MATCHING QUESTIONS
142. Match the following terms and their definitions.
Terms
a. sex
b. gender
c. sexual orientation
d. gender-role standards

Definitions
1. cultural expectations about appropriate behavior for girls and boys, men and women
2. biologically based distinctions based on chromosomal information
3. one’s preference regarding the sex of an intimate partner
4. the integrated cognitive, social, and emotional schemes associated with being male or female

CO: 1 pp. 241, 244 a-2, b-4, c-3, d-1

143. Match each type of empathy with its definition.

Type of Empathy
a. global empathy
b. egocentric empathy
c. empathy for another’s feeling
d. empathy for another’s life conditions

Definition
1. You recognize distress in another person and react as if the distress were your own.
2. You experience empathy when you understand the person’s circumstances.
3. You experience and express distress as a result of witnessing someone else in distress.
4. You react to another’s distress in a way that might comfort that person.

CO: 2 p. 257 a-3, b-1, c-4, d-2

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144. Match the three processes through which televised violence has an impact on the viewer and a related
consequence.
Processes
a. observing role models who engage in aggressive action
b. heightened arousal while viewing violence
c. modification of beliefs and values

Consequences
1. Viewers expect others to act in an aggressive way toward them.
2. Viewer adds new violent behaviors to response repertoire.
3. Strengthening of cognitive network between aggressive feelings, memories, and actions occurs in viewer.

CO: 2 p. 260 a-2, b-3, c-1

145. According to Damon and Hart’s developmental model of the self, one can recognize evidence of self-
understanding at each developmental level. Match the developmental level with the kind of self-
understanding that occurs at that level.
Developmental Level
a. early school age
b. middle childhood
c. early adolescence
d. later adolescence

Nature of self-understanding
1. the formulation of a personal and social identity which integrates the characteristics of the self into a set of
beliefs and plans which guide future actions
2. comparative assessment of self and others
3. categorical and concrete assessment of self
4. understanding of the social implications of one’s self characteristics

CO: 3 p. 264 a-3, b-2, c-4, d-1

146. Match the motive for identification with its definition.

Motive for Identification
a. fear of loss of love
b. identification with the aggressor
c. identification to satisfy needs for power and status
d. identification to increase perceived similarity

Definition
1. A child behaves like a parent in order to achieve a vicarious sense of power.
2. A child behaves like a parent in order to protect him- or herself from a parent’s rage.
3. A child behaves like a parent in order to appear to have more of the parent’s positive attributes.
4. A child behaves like a parent to ensure a continued, positive, love relationship.

CO: 5 p. 277 a-4, b-2, c-1, d-3

ESSAY QUESTIONS
147. Define gender identification. Explain the cognitive, affective, physical, and interpersonal components of
gender identification.

CO: 1 pp. 242-243

148. Based on what you have read about moral development in the early-school-age years, discuss the cognitive,

Early School Age (4-6 Years) 259

Development Through Life A Psychosocial Approach Newman 12th Edition Test Bank

emotional, and behavioral dimensions of the young child’s morality.

*CO: 2 pp. 250-256

149. Explain Damon and Hart’s model of self-understanding. What are the components of self as object and self
as subject? Along what dimensions does self-understanding change from early childhood through later
adolescence?

CO: 3 p. 264

150. Explain why children in the early-school-age period may be especially vulnerable to fluctuations in self-
esteem and feelings of “worthlessness.”

CO: 3 pp. 267-269

151. Discuss similarities and differences in play groups during this life stage. What is the role of interactions
such as teasing, using commands, and boasting in children’s group play?

*CO: 4 pp. 272-273

152. Define identification. Give at least three different explanations for why children identify with their parents.
For each explanation provide an example.

CO: 5 pp. 276-277

153. Explain how identification contributes to the resolution of the psychosocial crisis of initiative versus guilt
in early school age. How does the psychosocial crisis of initiative versus guilt helps us to understand the
relationship between intellectual curiosity and emotional development?

CO: 5 p. 278

154. Why is family poverty such a negative force in school adjustment for poor children?

CO: 6 p. 281

260 Test Bank Chapter 7

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