How Children Develop Canadian 5th

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1. Walter Mischel's procedure in which preschool children were asked to wait for a
considerable amount of time in order to receive a greater number of treats was designed
to assess which characteristic?
A) intelligence
B) attentiveness
C) delay of gratification
D) social competence

2. The ability of preschoolers to delay gratification has NOT been found to be associated
with:
A) academic competence 10 years later.
B) ability to deal with frustration 10 years later.
C) decreased drug use in adulthood.
D) clear learning experiences.

3. Which statement is supported by Mischel's findings on delay of gratification?

A) Preschoolers' ability to delay gratification does not predict adjustment beyond
preschool.
B) The ability to delay gratification is related to SAT scores and rational thinking in
adolescence.
C) The ability to delay gratification is based primarily on parental socialization.
D) Delay of gratification cannot be reliably tested until approximately age 8 years.

4. Developmental psychologists do NOT define emotions as:

A) subjective feelings.
B) the desire to take action.
C) the physiological correlates of feelings.
D) smiles that are directed at people.

5. Which statement BEST represents developmentalists' view of emotions and feelings?

A) Emotions are a part of feelings.
B) Feelings constitute one of the components to emotion.
C) Emotions and feelings are synonyms; they have the same meaning.
D) Emotions and feelings are entirely separate; neither is part of the other.

6. Which statement BEST represents developmentalists' view of emotions and cognitions?

A) Emotion is a part of cognition.
B) Emotion includes cognitive responses to thoughts or experiences.
C) Emotion usually occurs before cognition.
D) Emotion and cognition are entirely separate; they typically occur independently.

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 7. Discrete emotions theory holds that:
A) the basic emotions are innate and distinct from early in life.
B) emotional facial expressions must be learned.
C) a select few emotions are present at birth, and the others are a function of
experience.
D) children must learn to fear strangers.

8. Theorists who take a functionalist approach to understanding emotional development

propose that emotions:
A) have little impact on cognition.
B) are innate and thus are unaffected by socialization.
C) promote action toward a goal.
D) do not emerge until a child has a sense of self.

9. Which statement would MOST likely be made by a theorist who takes a functionalist
approach to understanding emotional development?
A) The purpose of anger is to initiate movement to eliminate an obstacle to one's goal.
B) Developmental changes in the experience of joy/pleasure are due to accumulating
social experiences.
C) Distinct emotions are innate and present from early in life.
D) There is a direct link between the inner emotional state of fear and the facial
expression that accompanies it.

10. The FIRST clear sign of happiness in infants is:

A) the expression of love toward the mother.
B) the social smile.
C) laughter.
D) smiling.

11. Social smiles tend to emerge by the _____ month of life.

A) 1st
B) 2nd
C) 3rd
D) 6th

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12. Which scenario describes a social smile?
A) Newborn Timmy smiles during his sleep.
B) At 3 months, Indira smiles when her father talks to her.
C) Alexa smiles at 1 month when her mother strokes her cheek.
D) All of the scenarios describe a social smile.

13. Which statement about infant smiling is TRUE?

A) All infant smiling is reflexive.
B) Infants' smiling induces parents to have more positive social interactions with
them.
C) Young infants rarely smile at strangers.
D) Infants are unlikely to smile at auditory stimuli.

14. Which of these stimuli is LEAST likely to elicit a smile in a 2-month-old infant?
A) a smiling stranger
B) an interesting object
C) being able to control a particular event
D) a parent's tickle on the tummy

15. Which stimulus is LEAST likely to elicit a smile in a 7-month-old infant?

A) a smiling stranger
B) an interesting object
C) being able to control a particular event
D) a parent's tickle on the tummy

16. Late in the 1st year of life, children are _____ to laugh at unexpected events and/but are
_____ to take pleasure in making other people laugh.
A) likely; likely
B) likely; unlikely
C) unlikely; likely
D) unlikely; unlikely

17. The FIRST negative emotion that is apparent in infants is:

A) anger.
B) sadness.
C) fear.
D) distress.

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18. Separation anxiety or distress due to separation from the parent who is the child's
primary caregiver emerges around _____ months of age.
A) 4
B) 5
C) 7
D) 8

19. Which statement about negative emotions is TRUE?

A) Negative emotions are easily interpreted.
B) Negative emotions decline in response to situations between age 3 and 6 years.
C) Infants show a wide variety of highly discernible facial expressions.
D) Infants display only generalized distress.

20. Which emotion is thought to have an evolutionary basis, as it helps humans avoid
potential poisons or disease-causing bacteria?
A) surprise
B) sadness
C) anger
D) disgust

21. When infants realize they can control a particular event, they experience:
A) sadness.
B) surprise.
C) disgust.
D) happiness.

22. The initial signs of fear develop at approximately _____ months of age.
A) 6 to 7
B) 2 to 3
C) 4 to 5
D) 8 to 9

23. Which statement about infants' fear of strangers is CORRECT?

A) Infants' fear of strangers occurs in early infancy and quickly disappears.
B) All infants experience fear of strangers to a similar degree across a variety of
contexts.
C) Infants' fear of strangers occurs well after the start of separation anxiety.
D) Infants' fear of strangers emerges at around the age of 6 or 7 months.

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24. Roger, who is 10 months old, is sitting on the floor of his room happily playing with his
toys. The phone rings, and his mother leaves the room to get it. Roger begins to cry.
Roger is experiencing:
A) separation anxiety.
B) loneliness.
C) fear of strangers.
D) jealousy.

25. Which child is MOST likely to experience separation anxiety in the situation described?
A) 5-month-old Anton, who is placed in a car seat by his parent, who then disappears
from his view
B) 13-month-old Jordan, who walks away from her parent into another room
C) 23-month-old Ellie, who is playing on the floor when her parent leaves the room
D) 15-month-old Sebastian, who is placed into his crib by his parent, who then leaves
the room

26. Which child is LEAST likely to experience separation anxiety in the situation
described?
A) 8-month-old Gianna, who is placed in a car seat by her parent, who then disappears
from her view
B) 13-month-old Nolan, who walks away from his parent into another room
C) 10-month-old Evan, who is playing on the floor when his parent leaves the room
D) 15-month-old Cecile, who is placed into her crib by her parent, who then leaves the
room

27. _____ decrease(s) the likelihood that an infant will experience separation anxiety in a
particular situation.
A) Being between the ages of 11 and 13 months
B) Crawling away from a parent (rather than the parent departing)
C) Living in a non-Western culture
D) All of these

28. Which statement about the development of anger is TRUE?

A) Infants are incapable of experiencing anger.
B) During the 1st year of life, it is easy to differentiate between infants' anger and
distress.
C) By their 1st birthday, children often express anger toward other people.
D) Anger develops later than the self-conscious emotions.

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29. Which statement about older infants' displays of sadness is NOT true?
A) Infants often display sadness in the same contexts in which they display anger.
B) Displays of sadness are less frequent than displays of anger.
C) Infants show anger but not sadness when they are unable to control their
environment.
D) Infants are capable of experiencing sadness.

30. Which child who has healthy family relationships is LEAST likely to display negative
emotions?
A) 12-month-old Kiana
B) 20-month-old Trey
C) 26-month-old Riley
D) 36-month-old Amaris

31. Which emotion is self-conscious?

A) anger
B) shame
C) fear
D) sadness

32. Some researchers believe that self-conscious emotions do not emerge until the 2nd year
of life because these emotions depend on children's understanding that:
A) other people experience emotions as well.
B) important others can evaluate them.
C) they themselves are entities distinct from other people.
D) guilt is an appropriate reaction to bad behaviour.

33. Self-conscious emotions are different from other emotions in that they:
A) relate to our consciousness of others' reactions to us.
B) are more easily discerned from facial expressions.
C) develop earlier.
D) are always focused on other people.

34. Which of the following is not a self-conscious emotion?

A) guilt
B) fear
C) surprise
D) pride

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35. Twins Sheree and Caitlin, who are 3 years old, each just successfully completed a
jigsaw puzzle. Sheree's puzzle was simple, and she completed it easily. Caitlin's puzzle
was more difficult, and it took a lot of effort for her to complete it. Which twin is more
likely to experience pride in her accomplishment?
A) Sheree is more likely than is Caitlin to experience pride.
B) Caitlin is more likely than is Sheree to experience pride.
C) Sheree and Caitlin are equally likely to experience pride.
D) Neither Sheree nor Caitlin is likely to experience pride because they are both too
young.

36. Zoe, who is 3 years old, has broken a dish and feels as if she wants to hide. She is
primarily experiencing:
A) anger.
B) embarrassment.
C) guilt.
D) shame.

37. _____ is/are NOT a characteristic of guilt.

A) Feelings of remorse
B) Regret about one's behaviour
C) Empathy for the injured party
D) Feelings of exposure and degradation

38. Feelings of _____ include a focus on oneself.

A) guilt
B) shame
C) both guilt and shame
D) neither guilt nor shame

39. Which instruction would be BAD advice for parents who want to encourage their child
to respond to his or her wrongdoings with a feeling of guilt rather than shame?
A) Communicate love and respect for the child.
B) Emphasize the badness of the behaviour, rather than of the child.
C) Teach the child to understand the consequences of his or her actions for others.
D) Criticize the child for his or her actions.

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40. Which parental practice in response to a child doing something wrong is likely to
influence the child to feel shame over guilt?
A) telling the child that he or she did a mean thing, rather than that he or she is mean
B) publicly humiliating the child
C) helping the child to understand the consequences of his or her actions for others
D) communicating respect and love in disciplinary situations

41. Which parental practice in response to a child doing something wrong is likely to
influence the child to feel guilt over shame?
A) saying “You're a bad boy”
B) publicly humiliating the child
C) helping the child to understand the consequences of his or her actions for others
D) removing expressions of love in disciplinary situations

42. In comparison with American children, Japanese children are LESS likely to experience
which emotion as a consequence of personal success?
A) shame
B) pride
C) guilt
D) embarrassment

43. Many cultural variations in children's experiences of self-conscious emotions appear to

be associated with cultural differences in the:
A) importance placed on the individual versus the importance placed on the social
group.
B) level of emotional maturity expected of children.
C) age at which children understand that they themselves are entities separate from
others.
D) distinction among shame, guilt, and embarrassment.

44. The causes of which type of emotion tend NOT to change as children develop?
A) anger
B) pride
C) happiness
D) self-conscious emotions

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45. Of types of stimuli that elicit particular emotional responses, frequency of particular
emotions, and intensity of emotional responses, which change during childhood?
A) types of stimuli
B) types of stimuli and frequency of particular emotions
C) types of stimuli and intensity of emotional responses
D) types of stimuli, frequency of particular emotions, and intensity of emotional
responses

46. The anxieties and fears of 3-year-old Alexander are most likely to involve:
A) pleasing teachers.
B) being physically attacked.
C) being separated from his mother.
D) ghosts and monsters.

47. Elementary school children are less likely to be afraid of monsters than preschool
children because older children have:
A) better night vision.
B) a better understanding of reality.
C) better language skills.
D) more coping skills.

48. In comparison with preschool children, children in elementary school are:

A) more understanding of how, when, and why emotions occur.
B) less likely to be worried about real-life issues.
C) more emotionally negative.
D) more likely to be angry at someone who harms them accidentally.

49. Which statement about the association between emotional development and cognitive
development is TRUE?
A) Emotions are independent of cognition, and therefore the two are unassociated.
B) Cognitive development influences children to become less emotional as they
develop from infancy through adolescence.
C) Cognitive changes influence the types of stimuli that elicit particular emotional
responses.
D) None of the statements is true.

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50. _____ is an emotional reaction to a sudden, unexpected event.
A) Happiness
B) Fear
C) Surprise
D) Disgust

51. This emotion involves a cognitive understanding that something is not as it usually is,
rather than just a physical reaction to being startled.
A) happiness
B) fear
C) surprise
D) disgust

52. Most infants begin to express surprise by _____ months of age.

A) 3
B) 6
C) 8
D) 10

53. While expressions of surprise tend to be brief, they usually transform into which
emotional expression?
A) happiness
B) fear
C) surprise
D) disgust

54. This emotional experience is thought to have an evolutionary basis, as it helps humans
avoid potential poisons or disease-causing bacteria.
A) happiness
B) fear
C) surprise
D) disgust

55. This is a prominent system for coding emotions in infants that link particular facial
expressions and facial muscle movements with specific emotions.
A) REM
B) AFFEX
C) AREM
D) SFEX

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56. A 4-month-old infant is habituated to pictures of people expressing surprise. The infant
is then presented with a picture of a person expressing happiness. The infant is likely to:
A) display no renewed interest in the pictures, as infants this young are unable to
differentiate between emotions.
B) dishabituate to the new picture but not comprehend the difference in meaning
between the first set of pictures and the new picture.
C) dishabituate to the new picture and comprehend the emotional meaning of the
facial expressions.
D) cry, as the happy face is likely to elicit fear in an infant this age.

57. The emotion of which child would be the EASIEST for other children to understand?
A) Mia, who feels disappointment at getting a sweater for her birthday but who puts
on a happy face anyway
B) J. T., who feels ashamed about lying to his parents about breaking his father's new
pen
C) Kerry, who is saddened by a reminder of her pet's death
D) Jing, who is happy because he is going to the park with his friend

58. Social referencing refers to:

A) the ability to understand others' emotions.
B) the use of a caregiver's cues to decide how to respond to an ambiguous situation.
C) smiles directed at people rather than at objects.
D) patterns of sociability and emotionality learned from significant others.

59. Which scenario is an example of social referencing?

A) Jessica sucks her thumb when her brother takes away her favourite doll.
B) Jose smiles when he opens a gift from his grandmother, even though he does not
like the new shirt she has given him.
C) Stacey hears her parents arguing and begins to cry.
D) Henry looks up at his mother after he falls and, on seeing her content expression,
gets up without crying.

60. Bart, an 11-month-old, is playing on the floor of his room when his older brother steers
a remote-control car (that Bart has never seen) toward him. Bart immediately looks up
at his father, who is on the verge of yelling, “Stop, it's going to hit Bart.” Bart then
breaks into quickly flowing tears. Bart has engaged in:
A) emotional regulation.
B) self-socialization.
C) social referencing.
D) display rules.

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61. To be able to engage in social referencing, infants need to be able to:
A) label emotions.
B) understand the causes of emotions.
C) comprehend the meaning of emotions.
D) view emotions.

62. Infants 12 months old are _____ to comprehend the emotional tone of others' faces,
and/but are _____ to comprehend the emotional tone of others' voices.
A) able; able
B) able; unable
C) unable; able
D) unable; unable

63. Which emotion is identified EARLIEST by children?

A) disgust
B) shame
C) happiness
D) anger

64. Which list is the chronological order (from earliest to latest) in which children are able
to identify emotions in others?
A) anger/fear, happiness, sadness, self-conscious emotions
B) happiness, self-conscious emotions, sadness, anger/fear
C) happiness, sadness, anger/fear, self-conscious emotions
D) self-conscious emotions, anger/fear, happiness, sadness

65. Which emotion is identified LATEST by children?

A) disgust
B) shame
C) happiness
D) anger

66. In regard to the ability of young children to identify emotions, young children are:
A) essentially unable to identify others' emotions.
B) best at identifying happiness, and they have difficulty differentiating among
negative emotions until they are older.
C) best at identifying sadness, and they have difficulty differentiating among positive
emotions until they are older.
D) able to differentiate among positive emotions and among negative emotions
equally well.

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67. The ability to discriminate and identify different emotions in others:
A) is associated with social competence.
B) is associated with lower levels of behavioural problems.
C) helps children responds appropriately to others' emotions.
D) is positively associated with increased self-esteem.

68. At 2 years old, Greg is told a story about Jimmy, a boy whose favourite toy has just
been broken. When Greg is asked what Jimmy is feeling, Greg is likely to indicate:
A) happiness.
B) sadness.
C) shame.
D) that he is unable to predict Jimmy's emotion.

69. At 4 years old, Doug is told a story about Jimmy, a boy whose favourite toy has just
been broken. When Doug is asked what Jimmy is feeling, Doug is likely to indicate:
A) happiness.
B) sadness.
C) shame.
D) that he is unable to predict Jimmy's emotion.

70. Which ability is typical of a 3-year-old child?

A) identifying the causes of others' negative emotions
B) labelling others' self-conscious emotions
C) identifying the causes of others' positive emotions
D) fully understanding how others' memories of past emotional events can trigger the
same emotions

71. Which child is MOST likely to mention emotions such as pride, shame, embarrassment,
and jealousy in conversation?
A) 2-year-old Penny
B) 5-year-old Jake
C) 6-year-old Breanne
D) 8-year-old Stacey

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72. Which capability develops LATEST?
A) identifying the causes of others' negative emotions
B) labelling others' self-conscious emotions
C) fully understanding how others' memories of past emotional events can trigger the
same emotions
D) understanding emotional ambivalence

73. The aspect of emotional understanding that develops LATEST is understanding:

A) of emotional ambivalence.
B) that one can feel two negative emotions simultaneously.
C) the difference between real and false emotions.
D) the distinction between fear and anger.

74. The understanding that a person can have mixed feelings about something, as when a
person is happy to receive a gift but is angry that it is not what was expected, develops
at approximately what age?
A) 5 years
B) 8 years
C) 10 years
D) 12 years

75. When children were told a story about a child who felt one way but tried to hide her
emotions and pretend to feel another way, approximately _____% of 3- and 4-year-olds
and approximately _____% of 5-year-olds understood the difference between real and
false emotions.
A) 20; 20
B) 20; 50
C) 50; 80
D) 80; 100

76. A social group's informal norms about the demonstration of emotion and when and
where they should be suppressed or masked are referred to as:
A) display rules.
B) social referencing.
C) demonstration motives.
D) emotion regulation.

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77. Which behaviour is an example of the use of a display rule?
A) Maddie covers her eyes when she is feeling shy.
B) Damon tries not to look scared on the roller coaster.
C) Jasmine stops her temper tantrum because her mother threatens punishment.
D) Warren looks at his grandmother to see if she looks angry before he jumps off the
couch.

78. Which goal is NOT a motive to use a display rule?

A) to prevent hurting someone's feelings
B) to protect oneself from looking bad
C) to get information about an ambiguous event
D) to make someone else feel good

79. The set of abilities that researchers have proposed are key to competent social
functioning is referred to as:
A) attachment.
B) emotional regulation.
C) emotional intelligence.
D) empathy.

80. _____ is NOT considered to be part of emotional intelligence.

A) Persistence
B) Ability to delay gratification
C) Empathy
D) Verbal fluency

81. _____ is considered to be part of emotional intelligence.

A) Processing speed
B) Ability to control impulses
C) Reasoning
D) Verbal fluency

82. Which statement is NOT true of adolescents who were high in emotional intelligence as
children?
A) They have fewer mental health problems.
B) They have lower risk behaviours.
C) They have better strategies for coping with stress.
D) They have increased antisocial behaviours.

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83. The process of initiating, inhibiting, or modulating emotions in order to accomplish
one's goals is referred to as emotional:
A) restriction.
B) constriction.
C) repression.
D) regulation.

84. Emotional self-regulation does NOT include:

A) eliminating subjective negative feelings.
B) modulating one's interpretation of evocative situations.
C) appropriately inhibiting facial expressions related to one's feelings.
D) initiating actions related to one's feelings.

85. The development of emotional regulation is NOT characterized by a(n):

A) decrease in reliance on other people.
B) decrease in the experience of negative emotions.
C) increase in the use of planned problem solving.
D) increase in the use of effective regulating strategies.

86. Newborns' emotions are MOST frequently regulated in which way?

A) by intentionally averting their gaze in distressing situations
B) through self-soothing
C) through other people's attempts to soothe and distract the baby
D) by initiating the “fight or flight” response

87. Baby Rachel sucks her thumb and rubs the ribbons in her baby doll's hair in response to
fear-provoking situations. Baby Rachel is engaging in:
A) gaze aversion.
B) self-comforting.
C) emotional restriction.
D) mental distraction.

88. In general, the development of emotional regulation is NOT characterized by:

A) decreasing reliance on others for help in regulating emotions.
B) increasing ability to select appropriate strategies.
C) increasing use of cognitive strategies.
D) decreasing control over physiological reactions.

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89. Children's decreased reliance on parents for help with emotional regulation as they get
older does NOT reflect:
A) their increased ability to negotiate ways to resolve situations.
B) increasing maturation of neurological systems.
C) changes in adults' expectations of them.
D) changes in the temporal lobe.

90. In terms of emotional regulation, as they get older, children:

A) are better able to select appropriate strategies.
B) rely on their parents more.
C) use behavioural strategies to a greater extent.
D) engage in co-regulation more.

91. Children start to show awareness of adults' demands and begin to regulate themselves
accordingly at about _____ of age.
A) 9 to 12 months
B) 15 to 18 months
C) 1 to 2 years
D) 3 to 4 years

92. _____ is an example of a cognitive emotional regulation strategy.

A) Repetitive rubbing of a special object such as a blanket
B) Averting one's attention to a nondistressing object
C) Downplaying the importance of the situation
D) Having a temper tantrum

93. The mother of Jasmine, a 6-year-old, has promised her daughter new crayons if she
waits patiently while her mother shops. Which cognitive strategy might Jasmine use to
regulate her emotions?
A) repeatedly stroking the hem of her shirt
B) waiting for her mother to soothe her
C) distracting herself by playing with another toy
D) negotiating with her mother to get the new crayons early, rather than late, in the
shopping trip

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94. Emil, who is 4 years old, has a doctor's appointment today and he knows he will need to
get a shot. Which behaviour is Emil LEAST likely to display in response to this
negative situation?
A) having a temper tantrum
B) realizing that this situation cannot be controlled and trying to distract himself by
thinking about the lollipop he will get following the shot
C) refusing to stop playing with his toys as his mother is trying to get him ready to go
to the doctor's office
D) telling his mother he does not need the shot

95. Which emotional regulation strategy would an older child be LEAST likely to attempt?
A) trying to see negative things in a positive light
B) mental distraction
C) self-comforting
D) thinking about the meaning of events in a different light

96. The process by which a caregiver provides the needed comfort or distraction to help a
child reduce his or her distress is called:
A) co-regulation.
B) self-comforting behaviour.
C) self-distraction.
D) co-distraction.

97. Repetitive actions that regulate arousal by providing a mildly positive physical sensation
is called:
A) co-regulation.
B) self-comforting behaviour.
C) self-distraction.
D) co-distraction.

98. Looking away from an upsetting stimulus in order to regulate one's level of arousal is
referred to as:
A) co-regulation.
B) self-comforting behaviour.
C) self-distraction.
D) co-distraction.

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 99. A set of skills that help individuals achieve their goals in interpersonal interactions
while maintaining positive relations with others is referred to as:
A) emotional regulation.
B) delay of gratification.
C) intelligence.
D) social competence.

100. Children who exhibit _____ are LEAST likely to be socially competent.
A) control of emotions
B) planning of strategies to resolve upsetting situations
C) avoidance of stressful situations altogether
D) delay of gratification

101. Individual differences in emotional, motor, and attentional reactivity and self-regulation
that occur early in life are referred to as:
A) personality.
B) socialization.
C) temperament.
D) emotional regulation.

102. Part of the definition of temperament is that individual differences are:

A) entirely genetic.
B) biologically based.
C) environmentally based.
D) unrelated to genetics.

103. Which temperamental style was NOT identified by Thomas and Chess in their New
York Longitudinal Study?
A) slow to warm up
B) easy
C) difficult
D) quick to calm down

104. Thomas and Chess labelled babies who took a long time to adjust to new experiences,
tended to react negatively and intensely to stimuli and events, and were irregular in their
eating and sleeping habits as:
A) slow to warm up.
B) easy.
C) difficult.
D) quick to calm down.

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105. Which condition is NOT a characteristic of difficult babies, as classified by Thomas and
Chess?
A) irregular body functions
B) difficult at first but became easier with time
C) slow to adjust to new situations
D) intensely emotional

106. Which statement about the stability of temperament is TRUE?

A) Temperament, by definition, is a style exhibited primarily during infancy and thus
does not persist into childhood.
B) All temperamental dimensions are stable from infancy into later childhood.
C) No aspects of temperament are stable from the prenatal period into infancy.
D) Some aspects of temperament tend to be more stable than others.

107. Recent theorists have proposed that infant temperament is captured by several
dimensions. Which item is NOT one of those dimensions?
A) difficulty level
B) fear
C) activity level
D) smiling and laughter

108. Which dimension is NOT considered to be part of temperament?

A) emotional intelligence
B) activity level
C) smiling and laughter
D) attention span

109. Which methodology has NOT been used to classify young children on their
temperamental style?
A) laboratory observations
B) parental reports of children in various contexts
C) interviews of children
D) brain activity assessment

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110. Professor Lorry is conducting a study on infant temperament. Which method of
measuring temperament will NOT provide her with confidence in her assessments?
A) laboratory observation
B) EEG
C) parental reports
D) a combination of laboratory observation, EEG, and parental reports

111. Research on the physiological bases of temperament has demonstrated that _____ are
associated with temperamen.
A) heart rate and respiratory characteristics but not brain activation patterns
B) brain activation patterns but not heart rate and respiratory characteristics
C) both brain activation patterns and heart rate and respiratory characteristics
D) neither brain activation patterns nor heart rate and respiratory characteristics

112. Children with difficult temperaments are more likely than children with other
temperaments to exhibit _____ when they become adolescents and young adults.
A) illegal behaviours
B) depression
C) possession of wide circle of friends
D) social withdrawal

113. As a young child, Riley exhibited intense negative emotions and had a great deal of
trouble controlling them. Chris, on the other hand, was even-keeled and predictable. As
adults, Riley is likely to be:
A) more academically successful than is Chris.
B) less socially competent than is Chris.
C) more prone to phobias than is Chris.
D) similar to Chris, as the qualities exhibited in young childhood rarely carry over to
adulthood.

114. Which statement about the later adjustment of children with difficult temperaments and
those exhibiting behavioural inhibition is TRUE?
A) Children with difficult temperaments and children exhibiting behavioural inhibition
both tend to have similar adjustment problems in adolescence and adulthood.
B) Behaviourally inhibited children tend to have no later adjustment problems.
C) Girls with difficult temperaments and boys who are behaviourally inhibited tend to
have fewer problems than do girls who are behaviourally inhibited and boys with
difficult temperaments.
D) Children with difficult temperaments and children exhibiting behavioural inhibition
both tend to have later adjustment problems, but the types of problems they tend to
have are different.

Page 21
115. The notion that children's later adjustment depends on how well suited adults' parenting
style is to their children's temperament is referred to as:
A) goodness of fit.
B) environment over biology influence.
C) easy temperament effect.
D) attachment of the child.

116. Which statement about children's temperament and parenting style is TRUE?
A) Temperament is almost entirely biological, so parenting style has little influence on
it.
B) Children with similar temperaments exhibit different patterns of adjustment
depending on their family environment.
C) Children's temperament has little influence on parents' child-rearing practices.
D) Temperament and personality are fully developed at birth.

117. Kylie has a difficult temperament. Her parents' child-rearing practices:

A) will have little impact on her later social adjustment.
B) may become less benign and more punitive over time.
C) are unlikely to change her behaviour.
D) will have little effect on her emotion regulation.

118. Twin and adoption studies have demonstrated that:

A) there is no genetic component to temperament.
B) temperament is entirely due to genetic factors.
C) identical twins are more similar than are fraternal twins on many aspects of
temperament.
D) stepsiblings are more similar than are biological siblings on many aspects of
personality.

119. Twin and adoption studies have demonstrated that:

A) there is no genetic component to temperament.
B) temperament is entirely due to genetic factors.
C) genes account for a small portion of variation in temperament.
D) genes account for a substantial portion of variation in some aspects of
temperament.

Page 22
120. Recent studies of the connection between specific genes and aspects of temperament
have demonstrated that:
A) most temperamental capacities have no genetic component.
B) genetic temperamental tendencies are sometimes more likely to be expressed when
the family environment is suboptimal and sometimes when it is optimal.
C) individual differences in positive emotions tend to be more genetically based than
are individual differences in negative emotions.
D) Recent studies have demonstrated all of these.

121. A circumstance in which the same temperament characteristics that put some children at
high risk for negative outcomes when exposed to a harsh home environment also cause
them to blossom when their home environment is positive is called:
A) differential susceptibility.
B) goodness of fit.
C) social competence.
D) display rule.

122. Charlie is a happy child who plays well with other children and gets angry only rarely.
Which scenario is MOST likely to also be true of Charlie?
A) Charlie is from a wealthy family.
B) Charlie is from a poor family.
C) Charlie is securely attached to his parents.
D) Charlie is insecurely attached to his parents.

123. Compared with children who have poor-quality relationships with their parents, those
who have high-quality relationship with their parents:
A) do not differ on any measure of emotional development.
B) develop more positive emotion.
C) are more advanced in their understanding of emotion.
D) develop more positive emotion and are more advanced in their understanding of
emotion.

124. The direct and indirect influence that parents have on their children's standards, values,
and ways of thinking is referred to as:
A) emotion socialization.
B) discipline.
C) emotional regulation.
D) social referencing.

Page 23
125. Which family is MOST likely to raise a child who is socially skilled, understands others'
emotions, and is generally well adjusted?
A) a family in which negative emotions are particularly prevalent
B) a family in which positive emotions are particularly prevalent
C) a family in which an equal level of positive and negative emotions are expressed
D) a family in which all negative emotions in the home involve the adults and not the
children

126. Trevor's parents frequently argue and display a great deal of negative emotion in
Trevor's presence. As a result, Trevor is NOT likely to:
A) believe that he angers other people.
B) experience higher than average levels of negative emotions.
C) think that high levels of negative emotions in relationships are normal and
appropriate.
D) demonstrate secure attachment to both of his parents.

127. Compared with supportive parents, parents who react in an unsupportive manner when
their children are upset are more likely to have children who are:
A) emotionally competent.
B) socially competent.
C) prone to aggression.
D) successful in school.

128. The study by Judy Dunn discussed in the text demonstrated that discussions of emotions
with family members at ages 2 and 3 years were associated at age 6 years with:
A) understanding of others' emotions.
B) worrying and anxiety.
C) secure attachment.
D) emotional intensity.

129. Lia is less emotionally competent than other children her age, a problem that causes her
much difficulty with her peers. Which circumstance is NOT a possible cause of Lia's
poor emotional competence?
A) Lia's parents express a great deal of negative emotion in their home.
B) Lia's parents feel unable to cope with her negative emotions.
C) Lia's parents commonly talk to her about emotions.
D) Lia was born with this characteristic and it cannot be changed.

Page 24
130. Compared with other children, those who regulate their emotions well and are
academically competent have parents who respond to their children's negative emotions
with:
A) teasing.
B) disregard.
C) support.
D) threats.

131. Which statement is the BEST advice to give parents who would like to foster positive
emotional development in their children?
A) Demonstrate that others experience the emotions that children themselves feel by
expressing a wide variety of intense emotions.
B) Teach children about the circumstances in which emotions should and should not
be expressed and the consequences of expressing and not expressing them.
C) Ensure that children will be able to relate to the discussion by talking to children
about anger during a serious family conflict.
D) Discuss the futility of displaying negative emotion so that children will understand
parents' disapproval of these displays.

132. Emotion coaching does NOT include:

A) discussing children's emotions.
B) helping children express emotions appropriately.
C) guiding children to learn ways of coping with emotions.
D) ensuring that children understand the differences between the various
self-conscious emotions.

133. Compared with European American infants, !Kung infants cry to a(n) _____ extent in
response to evocative events.
A) much greater
B) slightly greater
C) lesser
D) equal

134. The effects of _____ on differences in temperament across cultural groups _____ been
supported by scientific evidence.
A) neither cultural practices nor genetic factors; has
B) both cultural practices and genetic factors; have
C) cultural practices; have not
D) genetic factors; have not

Page 25
135. The differences in the responses of Japanese and American preschoolers when they
were asked what they would do if they were hit or saw another child knocking down
their block tower may be related to the higher value American culture places on:
A) interdependence.
B) self-assertion.
C) maintaining harmonious interpersonal relationships.
D) emotional control.

136. Which dimension is probably LEAST affected by cultural norms and practices?
A) experience of basic emotions
B) expression of anger
C) amount of crying by infants
D) feelings of pride

137. Which statement about the origins of cultural differences in emotion is TRUE?
A) Parental socialization plays a large part in the development of emotions that are
appropriate to the culture.
B) Differences in emotional experience appear to be nearly entirely due to
environmental, as opposed to genetic, differences.
C) Differences in emotional expression appear to be largely due to genetic differences.
D) Emotional experiences have equivalent meanings across cultures.

138. Which statement about the origins of cultural differences in emotion is TRUE?
A) Parental socialization plays a minor part in the development of emotions that are
appropriate to the culture.
B) Differences in emotional experience appear to be entirely due to environmental, as
opposed to genetic, differences.
C) Differences in emotional expression appear to be largely due to genetic differences.
D) The same emotional experience may have different meanings across cultures.

139. Which statement is MOST likely to be true across a variety of cultures?

A) Children whose parents are dismissive of their negative emotions tend to be
particularly emotionally negative.
B) Parents who tease their children and promote their expression of anger tend to do
so without thoughts of the consequences of these practices.
C) Children who do not regulate their negative emotions well tend to have problems in
their interpersonal relationships.
D) None of these statements is likely to be true across a variety of cultures.

Page 26
140. Chinese parents frequently try to induce _____ in their children.
A) embarrassment
B) shame
C) guilt
D) pride

141. Which child is LEAST likely to grow up to be emotionally and socially competent?
A) a Buddhist child living in Nepal whose parents criticize him when he expresses
negative emotion
B) an African American child living in a dangerous neighbourhood whose parents
encourage angry responses to conflict
C) a Japanese child who frequently expresses intense negative emotion
D) a European American child who has a firm understanding of her own and others'
emotions

142. Children's sense of well-being both internally and externally is referred to as:
A) mental health.
B) toxic stress.
C) emotion socialization.
D) differential susceptibility.

143. _____ is a physiological reaction to some change or threat in the environment.

A) Stress
B) Rumination
C) A mental disorder
D) Equifinality

144. When children are in situations or environments that they perceive to be frightening,
threatening, or overwhelming, they can experience:
A) stress.
B) rumination.
C) a mental disorder.
D) trauma.

145. Which factor is NOT part of the stress response?

A) increased heart rate
B) decreased perspiration
C) secretion of stress hormones
D) increased blood flow to the brain

Page 27
146. Higher levels of cortisol are:
A) associated with lower levels of depression.
B) associated with extreme fearful responses.
C) associated with easy temperamental characteristics.
D) typically caused by maltreatment.

147. Which factor has NOT been related to individual differences in children's cortisol
levels?
A) internalizing problems
B) emotion regulation
C) behavioural problems
D) empathy

148. Which statement is NOT true regarding stress?

A) Stress can be a common experience in childhood and adolescence.
B) Periodic stress can serve the adaptive function of mobilizing the child to take
actions to reduce the stimulus that is provoking the anxiety.
C) Stress becomes problematic when it is chronic.
D) Stress always leads to the development of a mental disorder.

149. Which factor is NOT associated with experiencing traumatic stress?

A) unusually high levels of negative emotions
B) depression
C) posttraumatic stress disorder
D) extracurricular activities

150. The experience of overwhelming levels of stress without support from adults to help
mitigate the effects of that stress is referred to as:
A) toxic stress.
B) traumatic stress.
C) rumination.
D) a mental disorder.

151. Which factor is NOT a source of toxic stress for children?

A) physical abuse or neglect
B) poverty and maternal deprivation
C) exposure to war
D) extracurricular activities

Page 28
152. What is the general conclusion regarding the relationship between exposure to adverse
childhood experiences and problems in adulthood?
A) The likelihood of experiencing a mental or physical health problem for white males
decreased as exposure to adverse child experiences increased.
B) The likelihood of experiencing a mental or physical health problem decreased as
exposure to adverse child experiences increased.
C) The likelihood of experiencing a mental or physical health problem increased as
did exposure to adverse childhood experiences, regardless of gender, race, and
education level.
D) There is no relationship between adverse childhood experiences and problems in
adulthood.

153. Chronic conditions that may persist throughout childhood and into adulthood are called:
A) toxic stress.
B) mental disorders.
C) rumination.
D) equifinality.

154. The concept that various causes can lead to the same mental disorder is called:
A) equifinality.
B) multifinality.
C) rumination.
D) mental disorder.

155. The concept that certain risk factors do not always lead to a mental disorder is called:
A) equifinality.
B) multifinality.
C) rumination.
D) mental disorder.

156. _____ is a mental disorder that involves a sad or irritable mood along with physical and
cognitive changes that affect the child or adolescent's ability to behave and interact in a
normal way.
A) Depression
B) Anxiety
C) Stress
D) Psychosis

Page 29
157. Which factor is NOT a physical or cognitive symptom of depression?
A) difficulties sleeping
B) significant changes in weight
C) irritability
D) inability to concentrate

158. Thoughts of suicide may occur in those who suffer from this mental disorder.
A) anxiety
B) depression
C) stress
D) psychosis

159. About what percentage of children and adolescents suffer from depression?
A) 3%
B) 7%
C) 11%
D) 15%

160. Which individual is MOST likely to suffer from depression?

A) Brandon, a boy who is 10 years old
B) Sam, a girl who is 7 years old
C) Rebecca, a girl who is 13 years old
D) John, a boy who is 18 years old

161. Which factor is NOT a “nature” influence on the development of depression?

A) elevated levels of cortisol
B) activation in the prefrontal cortex and amygdala
C) a heritability index of 40%
D) low levels of parental sensitivity

162. Which statement is NOT true of those suffering from depression?

A) Those with depression have an unrealistic expectation about themselves and social
relationships.
B) Depressed individuals tend to engage in equifinality.
C) Depressed individuals tend to ruminate about negative life events.
D) Difficult peer relationships are both a cause and outcome of depression.

Page 30
163. _____ involve(s) the inability to regulate the emotions of fear and worry.
A) Anxiety disorders
B) Depression
C) Toxic stress
D) Psychosis

164. Which brain structures are associated with experiencing an anxiety disorder?
A) hypothalamus and thalamus
B) frontal lobe and hypothalamus
C) amygdala and hippocampus
D) temporal lobe and amygdala

165. Which factor is NOT needed for separation anxiety to be considered a mental disorder?
A) severity
B) temporary
C) persistence
D) interference with behaviour

166. Children and adolescents with an anxiety disorder may also suffer from:
A) panic attacks.
B) phobias.
C) both panic attacks and phobias.
D) neither panic attacks nor phobias.

167. About what percentage of children and adolescents suffer from an anxiety disorder?
A) 3%
B) 7%
C) 12%
D) 15%

168. When do anxiety disorders typically develop?

A) toddlerhood
B) childhood
C) adolescence
D) young adulthood

Page 31
169. Children with this temperament are more likely to develop an anxiety disorder.
A) fearful
B) easy
C) slow to warm up
D) slow to calm down

170. Which method is NOT a manner in which children can learn to associate certain people
or events with fear and anxiety?
A) conditioning
B) observation
C) instruction
D) direction

171. Which parental behaviour has NOT been associated with the development of an anxiety
disorder in children?
A) overprotection
B) overinvolvement
C) encouraging children to engage in risky behaviours
D) monitorization

172. What type of therapy is common for treating depression among children and
adolescents?
A) cognitive behavioural therapy
B) drug therapy
C) psychotherapy
D) exposure therapy

173. _____ is a psychotherapeutic approach that is very effective in treating depression and
anxiety in children.
A) Cognitive behavioural therapy
B) Drug therapy
C) Psychotherapy
D) Exposure therapy

174. The gender difference in _____ is NOT an important contributor to the difference in
rates of depression in adolescent females and males.
A) academic achievement
B) likelihood of rumination
C) concern with physical appearance
D) difficulty with the biological changes of adolescence

Page 32
175. Extensively discussing emotional problems with a peer is referred to as:
A) rumination.
B) co-rumination.
C) reiteration.
D) co-reiteration.

176. Which situation is LEAST likely to contribute to an increase in depressive symptoms?

A) early puberty in girls
B) early puberty in boys
C) late puberty in girls
D) late puberty in boys

Page 33
Answer Key
1. C
2. D
3. B
4. D
5. B
6. B
7. A
8. C
9. A
10. D
11. C
12. B
13. B
14. B
15. A
16. A
17. C
18. D
19. B
20. D
21. D
22. A
23. D
24. A
25. D
26. B
27. B
28. C
29. C
30. D
31. B
32. C
33. A
34. C
35. B
36. D
37. D
38. B
39. D
40. B
41. C
42. B
43. A
44. D

Page 34
45. D
46. D
47. B
48. A
49. C
50. C
51. C
52. B
53. A
54. D
55. B
56. B
57. D
58. B
59. D
60. C
61. C
62. A
63. C
64. C
65. B
66. B
67. C
68. D
69. B
70. C
71. D
72. D
73. A
74. C
75. C
76. A
77. B
78. C
79. C
80. D
81. B
82. D
83. D
84. A
85. B
86. C
87. B
88. D
89. D
90. A

Page 35
 91. A
92. C
93. D
94. B
95. C
96. A
97. B
98. C
99. D
100. C
101. C
102. B
103. D
104. C
105. B
106. D
107. A
108. A
109. C
110. D
111. C
112. A
113. B
114. D
115. A
116. B
117. B
118. C
119. D
120. B
121. A
122. C
123. D
124. A
125. B
126. D
127. C
128. A
129. C
130. C
131. B
132. D
133. C
134. B
135. B
136. A

Page 36
137. A
138. D
139. C
140. B
141. C
142. A
143. A
144. A
145. B
146. B
147. D
148. D
149. D
150. A
151. D
152. C
153. B
154. A
155. B
156. A
157. C
158. B
159. A
160. C
161. D
162. C
163. A
164. C
165. B
166. C
167. B
168. B
169. A
170. D
171. D
172. B
173. A
174. A
175. B
176. C

Page 37
Another random document with
no related content on Scribd:
 Then came the announcement of a federative compact, to which
were summoned the representatives of the municipality, the National
Guards, and the Club of the Friends of the Constitution.
And here arises a question. Were Frotté and his friends aware of
the King’s intentions? It is difficult to be sure; but, hasty as their
decision apparently was, it had really been fixed for some time, as is
clearly shown by the following lines written by Frotté to his father at
that very time:
“It was arranged this morning that I am to go to Furnes with
several of my comrades, on Saturday; and there, dear father,
I shall await your wise decision as to whether I shall return
home to you or go to join the Prince de Condé.”
Furnes is a small village about fifteen kilometres from Dunkirk. It
was then on Austrian territory, and had been chosen as the
rendezvous for the fugitive officers.
On Friday, June 24, in the afternoon, each of these “gentlemen”
received a secret message from Colonel de Théon, giving them his
instructions.
“Set out for Furnes” (he told them) “immediately on reading
this; make no preparations; just take whatever money you
may have, and do not worry about your other possessions;
they will be seen to later. I invoke the aid of Heaven upon our
enterprise—may we all meet that same night at Furnes.
“Your friend for life,
“Théon.”
At the same time, he made to his soldiers a last supreme appeal,
conjuring them to respond to it, and to come back to the path of duty.
“Soldiers, your King was put in irons and the news of his
capture is false. Surely it is impossible that the leading
regiment should fail to join him, to form his bodyguard, and to
shield him from the knives of the assassins who have, of
course, been sent after him. We, who bear the ensign of the
General of Infantry, shall find all good Frenchmen and true
patriots ... rallying round our colours. Believe me, when that
 happens, the Royalist party, which is very numerous, will
declare itself, and when it sees that it can do so without
endangering its sovereign’s life, will flaunt the white cockade.
Let us, too, wear this as our symbol of France—not the
colours of a regicide and factious prince, the scandal of his
country and the author of all the evils which are now rending
it. Your officers, your real friends, await you at Furnes, where
the august brother of your Queen has given orders (as on all
the frontiers) that the faithful servants of the unhappy Louis
XVI. are to be received, when they arrive there on his
service....
“Come there, then—meet there, renew your early oath of
fidelity to the most upright of kings. But as for such as you as
are infected with the maxims of the Club, such of you as think
you are patriots, because you have neither faith, nor law, nor
honour—such as these had better stay in their dens. Only
those are adjured to come whose hearts still tell them they
are Frenchmen. Long live the King!”[26]
But it was too late. The hour for such an appeal had gone by.
Towards five o’clock on the evening of the same day, just as the
roll-call was ending in the barracks, the officers of the Colonel-
Generals (and several brother-soldiers from the Viennois regiment)
left the town in groups of three. They took with them the white
cornette of the infantry, and the flags of their regiments, which they
had torn from the handles. They had not been able to make up their
minds to leave their colours behind. When they had passed the
ramparts some of them went to the right over the downs which run
along the coast, and which the fugitives intended to use as their path
to the frontier; the others struck into the open country, and crossed
the canal; as soon as they were out of sight, however, they rejoined
the first lot. At eight o’clock that evening the boatmen on the Furnes
ferry took over two more, and these were MM. d’Averton and De La
Motte.
Now, at that hour, the Royal berlin and its freight had just left la
Ferti-sous-Jouarre, on the high-road to Châlons, and was
proceeding slowly through the dust, followed and accompanied by a
noisy, drunken crowd, towards Meaux. It was caught at Varennes;
and the fugitives, foiled in their attempt, went back to Paris, from that
day forth to be their prison.
The news of their capture, so unluckily contradicted by de Théon
in his manifesto, might possibly have altered the plans of the officers
from Dunkirk. But we hardly think so. Their arrangements had long
since been made, and the Varennes episode gave them, suddenly,
an opportunity to carry them out. But imagine their discomfiture when
they heard of the dramatic ending of the attempt.
It was again Frotté who had been sent to Brussels, to carry to his
King the standard of the regiment.
He arrived there at night, met the Marquis de la Queville, and
learnt the truth from him. Instead of the King, it was the King’s
brother, the Comte de Provence, whom Frotté found there; for
Monsieur, more fortunate than the others, had reached the frontier
without any trouble.
Thus the affair had partly failed. There was nothing for the fugitive
officers to do but go and join the ever-increasing tribe of émigrés
who lined the frontier. They withdrew to Ath, in Hainault, the
rendezvous of many exiles.[27]
What happened at Dunkirk when their absence was discovered?
On the 25th, at 5 a.m., a “good patriot,” M. François, awoke the
commandant of the Garde Nationale, M. Emmery, and presented to
him the manifesto of the “Sieur de Théon.” The alarm spread
instantly through the town; it was with indignation that people heard
the news of the desertion of the officers, who had even been so
infamous as to carry off the regimental colours. The soldiers chose
new officers, and held a meeting on the parade-ground. M. Emmery
came to them, and tried to pacify them by offering them one of the
colours of the Garde Nationale, to replace those which had been
filched from them. He was enthusiastically received. Hopes rose high
once more. Grenadiers and gardes nationaux met in warmest
comradeship; and the tricolour was sent for, and presented to the
regiment, which was drawn up in battle-array. Vengeance was
vowed against traitors and enemies of the Republic. “From that
moment there reigned boundless confidence, perfect joy, and
assured tranquillity.”
But this was not all. It had to be ascertained whether the runaways
had left anything behind them. The Justice of the Peace for the
Quartier-du-Midi, Pierre Taverne, betook himself to the officers’
quarters in the barracks. On the first storey, under the landing, there
was a door which led into the room that was known to have been
Frotté’s. That door was sealed, as were those of all his brother-
officers’ rooms. Five days later the seals were broken. The
inspection brought nothing noteworthy to light. In Frotté’s room they
found two helmets, a cross-belt, and a gorget. The others were still
less exciting; a cap and two portmanteaus, “containing a little music,”
were found in M. Derampan’s quarters; a cap and a double-barrelled
gun in M. Metayer’s; a trunk in M. de Dreuille’s; a cap and a cross-
belt in M. Demingin’s, and so on. The Royal tent contained a
cabriolet belonging to M. de Théon; the stables, “near the fuel-
stores,” yielded another old cabriolet, the property of M. de Frotté.
Everything was confiscated, and taken to the Municipality.
The only thing which interested the authorities was a trunk full of
papers, which had been seized in Frotté’s quarters. It was examined,
but no proofs were found of the suspected conspiracy. It was then
tied up, sealed, and sent to the Research Committee of the National
Assembly, with a curt account of the occurrence. On the evening of
June 28 this was read to the Deputies of the Assembly, some of
whom were very angry on hearing the defiant appeal of de Théon to
his soldiers.[28]

Was Lady Atkyns at Lille to hear the issue of the adventure? She
had more probably left France by that time, terrified by all that was
going on around her, and the more so that she was alone, for her
friends on every side had left her.
 While her lover was languishing among the émigrés (made
miserable by their inaction and selfishness) she regained her old
home at Ketteringham, uneasy in her mind, but not despairing. She
saw plainly what her own path was to be; for her love for the Queen
and the Queen’s people was henceforth to rule her life, and carry her
on from one devoted action to another.

FOOTNOTES:
[2] Victor Derode, Histoire de Lille et de la Flandre Wallonne,
1848, in 8vo, vol. iii. p. 26. For the account of these military
disturbances at Lille, we have also made use of a MS. narrative
by the Chevalier de Frotté, Archives Nationales D. XXIX., 36; and
of a statement addressed to the King by the Marquis de Livarot,
regarding his conduct, a printed copy of which is at the
Bibliothèque Nationale, L.K. 4008.
[3] These words are underlined in the text.
[4] L. de la Sicotière, Louis de Frotté et les Insurrections
Normandes, 1793-1832, Paris, 1889, two volumes in 8vo.
[5] His father married again, a Dumont de Lamberville, whose
brother was one of the best friends of Louis de Frotté.
[6] The future journalist, founder of the Courrier de Versailles.
[7] This approximate date is furnished us by the death
certificate of Lady Atkyns; but these certificates are known to
have been for the most part very inaccurately made out,
especially with regard to the date of birth, when they had
reference to a foreigner dying at Paris.
[8] Will of Robert Walpole of March 14, 1803, by which he
bequeathed all his worldly goods to his wife, Blancy Walpole, and
to his three daughters, Mary, Frances, and Charlotte. Inventory
after death of the effects of Lady Atkyns.—Unpublished Papers of
Lady Atkyns.
[9] Genest: History of the Stage.
[10] Genest: History of the Stage. “This musical entertainment
was written for the sake of exhibiting a representation of the camp
at Coxheath.... Miss Walpole, as a young recruit, went through
her exercises adroitly.”
[11] The Gentleman’s Magazine and Historical Chronicle, by
Sylvanus Urban, Gent., London, vol. xlix., for the year 1779, p.
326.
[12] Diaries of a Lady of Quality, from 1797 to 1814, edited, with
notes, by A. Hayward, Esq. London: Longman, Green & Co.,
1864, pp. 216-219.
[13] “Milady Charlotte, English, pensioner of France, twelve
livres; for one servant in 1789, two livres; twelve livres, two
servants for 1790, four livres.”—Register of the Poll-tax of the
Seven Parishes, 1790. Parish of St. André, Rue Princesse, No.
337, p. 46. Municipal Archives of Lille.
[14] “To-day, October 28, 1790, in the Assembly of the General
Council of the town of Lille ... having heard the solicitor for the
Commune, the Council proceeded to the continuation of the work
of sur-taxation, and of taxation for the patriotic contribution....
After which, it proceeded to the taxation of those able to
contribute, having an income of more than 400 livres, as follows:
—Parish of St. André ... Rue Princesse, Milady Charlotte,
because of her pension from the Royal Treasury ... 300
livres....”—Register No. 1 of the Deliberations of the Corporation
of Lille. Archives of Lille.
[15] “On the 20th March, 1791, I the undersigned, Curate of this
Parish, baptized Antoine-Quentin Atkyns, born yesterday at 8
o’clock a.m., the illegitimate son of Edward, native of England,
and of Geneviève Leglen, native of Lille; attested by M.
Warocquier, junior, registered accoucheur; verified by
Derousseaux, clerk. God parents: Antoine-Quentin Derobois, and
Therése Cordier, the undersigned,
Signed: “Derobois. Cordier,
“F. Dutheil, Curate.”
Civil Registers. Parish of St. Catherine. Baptisms. Archives of
Lille.
[16] “After having loved and served the unhappy Marie-
Antoinette with a love that was almost idolatry.”—Mémoires
manuscrits de Frotté; La Sicotière, Louis de Frotté, etc., vol. i. p.
49. “O exquisite woman, let our Revolution end as it may, and
even if you should have no part in it, you will still and for ever be
to me the tender and devoted friend of Antoinette ... and she to
whom I hope some day to owe all my happiness.”—Letter from de
Frotté to Lady Atkyns, November, 1794. V. Delaporte, Centenaire
de la mort de Marie-Antoinette. Études religieuses, October,
1893, p. 265.
[17] National Archives, D. XXIX. 36.
[18] Unpublished letter to Frotté, May 7, 1790. National
Archives, D. XXIX. 36.
[19] In the course of a search made at Dunkirk, in Frotté’s
dwelling-place (in circumstances of which we shall speak
directly), the greater part of the articles seized were sent to the
Committee of Research of the National Assembly, and it was in
the Archives of this Committee that we discovered them. National
Archives, D. XXIX. 36.
[20] The entire text will be found, published by M. A. Savine, in
the Nouvelle Revue Retrospective, 1900, vol. xiii. pp. 217-233.
[21] “You will have got a letter from me, explaining my apparent
neglect; I wrote it the day before I went to Vaux, as well as I
remember. Your father, who may have told you in a moment of
irritation that you were a burden to him (it was only a letter after
all), charged me then to send you his love. My sister has often
spoken of you with the most sincere and tender affection. You
would be most unkind if you did not write to her; she would have
every reason to be angry with you; you would pain her, and that
would pain your father.... Dear fellow, don’t, don’t despair; you
make me very uneasy by the way you write.”—Letter from
Lamberville to Frotté. April 5, 1791. National Archives, D. XXIX.
36.
[22] To Fours, in the Eure district, whence the letter comes.
[23] Letter from Vallière to Frotté, November 13, 1790. National
Archives, D. XXIX. 36.
[24] Letter dated “Lille, December 14” (1790). The address
runs: “To M. le Vicomte de Frotté, officer in the Regiment Colonel-
General of infantry at Dunkirk.” National Archives, D. XXIX. 36.
[25] Municipal Archives of Dunkirk, p. 60.
[26] Municipal Archives of Dunkirk, p. 60.
[27] It was from that place that they addressed, on July 3, 1791,
a petition for the restoration of their effects left in the garrison, and
also asked for the liberation of their regimental chaplain, whom
the Corporation had had arrested, on the charge of having aided
the plot.—Archives of Dunkirk, p. 60.
[28] Moniteur, June 30, 1791.
 CHAPTER II
LONDON

While the Court and the Army of the émigrés were being
organized at Coblentz and Worms, under the direction of Monsieur,
Comte de Provence, of the Comte d’Artois, and of the Prince de
Condé, and while rivalry and jealousies and a thousand other causes
of dissension were already cropping up in that environment (so often
and always so unfavourably depicted), other troops of similar
fugitives were leaving the eastern coast and, embarking from the
Channel port, or stopping first on the islands of Jersey and
Guernsey, were gradually arriving on English soil, there to find an
assured refuge. In the last months of 1791, and in the beginning of
1792, they came thither in thousands. Bretons, Normans, nobles,
ecclesiastics, journalists, young officers, fleeing persecution, pillage,
arbitrary arrests, came hastening to enjoy the hospitality of Great
Britain.
London was soon full of refugees; but the majority of these
unfortunate folk, despite their illustrious names, were in a state
almost of destitution.
The more prosperous ones, those who had been able to rescue
something from the shipwreck, succeeded in finding homes in the
suburbs—modest boarding-houses, or little cottages—where they
installed their families. But these were the exceptions; and in every
street French gentlefolk were to be met with who had no property but
what they carried on their backs. Many of them knew no English; and
still overwhelmed by the dangers they had passed through, and thus
suddenly plunged into strange surroundings, without resources,
without even a handicraft, went wandering despairingly about the
city, in search of bread.
 They were not allowed to starve. Most admirably did English
charity accept this influx of new inhabitants.
The last years of the reign of Louis XVI., together with the War of
Independence in the United States, had markedly chilled the
relations between France and her neighbours across the Channel.
Revolutionary ideas from the frontiers had at first met with some
sympathy amongst this favoured people, who had been in the
enjoyment of true liberty for a century. But when English folk came to
know of the excess which these ideas had resulted in, of the anarchy
which had been let loose in all directions, of the violence which was
the order of the day—their distrust, indignation, and horror effaced
that earlier sympathy.
King George III., supported by his Minister, Pitt, felt from that time
an aversion which grew to implacable hatred for anything even
remotely connected with the French Revolution.[29]
On the other hand, he (and, indeed, almost the whole of the
aristocracy) welcomed the refugees, and encouraged their sojourn in
the kingdom—glad, no doubt, of the opportunity for displaying his
opinion of the new ideas, by helping on the exodus of a part of the
inhabitants of France, an exodus which would contribute to the
weakening of that country.
Whatever the reason may have been, there is abundant evidence
of the inexhaustible charity that the new-comers met with in English
society. Benevolent committees were formed, presided over by
dukes and duchesses, marquises and marchionesses.[30] When the
first necessities of the poor creatures had been provided for by the
establishment of cheap restaurants, hotels, and bazaars, their
friends sought out occupations for them, so that they might be in a
position to earn their own livelihood. The clergy were the first to profit
by this solicitude. The decree of August 26, 1792, ordaining the
deportation of non-juring priests, had driven them in a body from the
continent. It was well for those who were thus driven out, for of their
comrades who remained the most part were in the end persecuted
and entrapped. The greater number chose England for their place of
refuge. They came thither in crowds—so much so that, at the Terror,
there were as many as 8000.[31] Many were Bretons. One of them,
Carron, came to London preceded by a reputation for holiness. He
had founded at Rennes a cotton-cloth factory which gave
employment to more than 2000 poor people. The famous Decree of
August 26 affected him, and thus forced him to abandon his
enterprise. He went to Jersey, and recommenced his work there; but
left the island at the end of some time, and came to settle in
England. There he set up an alms-house for his destitute
coreligionists, and acted the part of a sort of Providence to them. Nor
was he the only one they had.
Jean-François de la Marche, Bishop of Saint-Pol-de-Léon, had,
ever since the early months of 1791, incurred the wrath and fury of
the Attorney-General of the department of Finisterre. This prelate,
who was profoundly loved in his diocese, refused to give up his
bishopric, which had recently been suppressed by the National
Assembly. He was accused of fomenting agitation in the department,
and of inciting the curés to resistance. He was violently denounced
at the National Assembly, and treated as a disturber of the public
peace. Summoned to Paris to exculpate himself, together with his
colleagues, the Bishops of Tréguier and Morbihan, he took no notice
of the order, and to escape arrest, which threatened him, and for
which he was being pursued by the Cavalry Police, he had but one
resource—to get right away from Brittany. He came to London in the
first batch of émigrés. From the outset he had but one idea: to look
after his companions in misfortune, to help them in their need, to find
employment for them. To this end he served as intermediary
between the Government and the priests, pleading the cause of
these latter, and keeping registers of the names and qualifications of
all with whom he became concerned.
In spite of so many reasons for melancholy, one thing that struck
the English people was the extraordinary gaiety of nature displayed
by most of the émigrés so soon as they found themselves in security.
These good folk, many of whom landed half-starved, exhausted and
ragged, were somehow not entirely disheartened, and, indeed, on
commencing life afresh, displayed an extraordinary spirit and
cheerfulness. Very quickly, even in the alien country, they formed into
circles of friends who saw each other every day,[32] eager to
exchange impressions, reminiscences, and hopes, to get news from
the Homeland and from those members of their families who had not
been able to leave it; they felt keenly the need of a common
existence, in which they could cheer and encourage one another.
And what a kindly grace they showed, what a brave spirit, amid all
the little disagreeables of a way of life so different from that of the
good old days! At the dinners which they gave one another, each
would bring his own dish. “’Twas made,” says the Count
d’Haussonville, “into a little attention to the visitors of the house for a
man to take a taper from his pocket, and put it, lighted, on the
chimney-piece!” In the daytime the men-folk gave lessons or worked
as secretaries (or bookbinders, like the Count de Caumont, for
instance). The women did needlework, which the English ladies,
their patronesses, busied themselves in selling at bazaars.[33]
But side by side with the gentlemen who took their exile so
patiently and philosophically, there was a whole group of émigrés
who longed to play a less passive part. These were the men and
women who had fled from France and brought their illusions with
them—those inconceivable illusions which mistook so entirely the
true character, importance, and extent of the Revolution, and could
still, therefore, cherish the hope of some kind of revenge. Totally
misunderstanding the feelings of the English Government, unable to
comprehend the line taken by Pitt and his Cabinet, and blinded by
their stubborn hatred, these men and women actually imagined that,
to their importunate appeals, Great Britain could respond by
furnishing them with arms, soldiers, and money to equip a fleet, form
an army, and go back to France as the avengers of the “hideous
Revolution.” They assailed the Minister with offers, counsels, and
schemes—for the most part quite impracticable; were refused, but
still cherished their delusion. Some of them were honest, but many
were of that class of adventurer with which the Emigration was
swarming, and which was the thorn in the side of all the anti-
revolutionary agencies. The well-warned Government could give
them but one reception. Pitt had not the least idea of listening to the
proposals of these gentry and personally intervening in favour of the
Royalists of France.[34]
England at that time was deeply concerned with Indian affairs;
and, in spite of the lively sympathy inspired by the grievous situation
of the Royal Family at the Tuileries, she could not dream of
departing, at any rate just then, from an attitude of benevolent
neutrality.
In her manor-house of Ketteringham, where she spent the winter
of 1791-92, Lady Atkyns was not forgetful of her French friends. The
Gazette brought her week by week news of the events in Paris, of
the troubles in the provinces, of the deliberations of the National
Assembly. But what she looked for first of all was intelligence about
the inhabitants of the Tuileries, whose agitated and anguished lives
she anxiously followed. Separation redoubled her sympathetic
adoration of the lady whom she had seen and worshipped at
Versailles. Thus we can imagine what her grief must have been on
hearing the details of that 20th of June—the invaded palace, the
interminable line of the people defiling before the King, the attitude of
Marie-Antoinette, protecting her son against the ferocious curiosity of
the petitioners, and surrounded only by a few faithful allies who
made a rampart for her with their bodies. Lady Atkyns’ heart had
failed her as she read of all this. The day of the Tenth of August, the
massacre of the Swiss Guards, the flight of the King and Queen,
their transfer to the Temple Prison, and incarceration there—these
things redoubled her anguish. She went frequently to London for
information, and returned, sad and anxious, to her dear Norfolk
home, made miserable by her impotence to do anything that might
save the Queen.
With her great love for the Royalist cause, she naturally
associated herself warmly with the benevolent efforts of English
society to help the émigrés. She knew many of the names, and when
she heard talk of D’Harcourts, Beauvaus, Veracs, Fitz-Jameses,
Mortemarts, all the life at Versailles must have come back to her—
the Queen’s “set,” the receptions, the festivities.
 It was during one of her visits to London that she made the
acquaintance of a man whom she had long wished to know, and
whose articles she always eagerly read—I allude to Jean-Gabriel
Peltier, the editor of the Acts of the Apostles, that extravagantly
Royalist sheet which had such an immense vogue in a certain circle
since the days of ’89. Peltier was born near Angers;[35] his real name
was Dudoyer—of a business family. After an adventurous youth, and
a sojourn at Saint-Domingo (where, it seems, he did not lead a
blameless life), he came to Paris at the beginning of the Revolution.
According to a police report of doubtful authenticity, he flung himself
heart and soul into the revolutionary cause, speechifying side by side
with Camille Desmoulins at the Palais-Royal, flaunting one of the first
rebel flags, and marching to the Taking of the Bastille. Then, all of a
sudden, he turns his coat, becomes a blazing Royalist, and founds a
newspaper with the curious title of The Acts of the Apostles. For the
space of two years he then attacks violently, recklessly, everything
and everybody so mistaken as not to agree with his own ideas. The
style of the paper is sarcastic, and frequently licentious. The author
has been found fault with for his insults and his invectives; his sheet
has been styled “infamous;” but when we remember the prevailing
tone of the Press at that time, and the condition of the public mind, is
it not only fair to grant some indulgence to the quartette—Peltier,
Rivarol, Champcnetz, and Sulau—who took in hand so ardently and
enthusiastically the interests of the King?
On August 10, when he had dismissed the other editors of the
Acts of the Apostles, and stopped the publication of the paper,
Peltier, feeling no longer safe in Paris, took the step of emigrating.
He came to London with the idea of founding a new periodical, which
was to be called The Political Correspondence of the True Friends of
the King.
 PELTIER.
Jean-Gabriel Peltier, 1765-1825.
 (After an engraving in the British Museum.)
[To face page 44.
Tall and thin, with powdered hair, and a lofty bald forehead, always
inveighing fervently against something or other (so Chateaubriand
depicts him), Peltier answered in some degree to the traditional type
of journalist in those days, when “journalist” meant at once gazetteer,
lampoonist, and pamphleteer. Judging by his writings alone, one can
understand the small confidence that his English acquaintances
placed in him; but under his somewhat eccentric mode of expression
Peltier concealed a very real and deep devotion to the King’s cause.
His acquaintance with Lady Atkyns dates from November, 1792.
This lady spent a great part of her long leisurely days in the country
in reading. She was told of the recent publications by Peltier; she
had known only of some of these, and instantly off she writes to the
journalist, asking him for the first numbers of the book which he is
bringing out. Needless to say, her desire is at once gratified.[36] She
devours the writings of the author of The Acts of the Apostles; she
joins in his anger, shares his admirations, and a regular
correspondence begins between these two persons, drawn together
as they were by a common sympathy for the Royal Family of France.
When they have exchanged reminiscences of past days, they
come to consider the present. Lady Atkyns has been fretting for
weeks over her inaction. A thousand thoughts disturb her, all
converging towards the same idea: can she do anything to save the
King and the Queen? Does she not possess a considerable fortune,
and who is to prevent her from arranging to devote a part of it to the
realization of her dream? And in truth this woman, who was a
foreigner, who was bound by no real tie of any kind to the inmates of
the Tuileries, was actually to attempt, through the strength alone of
her love and her heroic devotion, what no one had yet succeeded in.
A superhuman energy sustained her; one thought only was
henceforth to rule her life, and not once did she falter, nor doubt, nor
lose the ardour of her feeling.
To whom better could she address herself than to him who
seemed to understand her so well? Peltier was told of her intentions.
Their letters grew more frequent, their project begins to take shape.
“In truth, madame” (Peltier writes), “the more I read you, the
more your zeal astonishes and moves me. You are more
intrepid and more ardent than any Frenchman, even among
those who are most attached to their King. But have you
reflected upon the dozen doors, the dozen wickets and tickets
that must be arranged for, before you can get into Court? I
know that to tell you of difficulties is but to inflame your desire
to overcome them; moreover, I do not doubt that your new
scheme has taken all these difficulties into account.”
When this plan had been modified and approved by Peltier, it
stood thus: First of all, to find two safe correspondents in Paris, to
whom letters and a statement of the scheme could be sent. And
these two men were there, ready to hand—both whole-heartedly
Royalists, both tried men. They were MM. Goguelat and Gougenot.
The first, who was M. de Bouillé’s aide-de-camp, had taken an active
part in the Varennes affair, but he had not shown the greatest
discretion, for all he had succeeded in doing was to get wounded.
The second, who was the King’s steward, had been in the secret of
the flight. The plotters also meant to get into relations with the two
physicians of Louis XVI., MM. Lemonnier and Vicq d’Azyr, who
would give most valuable aid in the passing of notes into the Temple
Prison, for and to the prisoners. But the great difficulty would be the
King. How was he to be brought to their way of thinking? Would he
consent to listen to the proposals they were to transmit to him?
“That” (declares Peltier) “is what no one can be sure of, considering
the state of prostration that he must be in after such terrible and
incessant misfortunes.”
Nor was this all. They had to find an intelligent and nimble agent,
who could cross from England to France once, twice, many times if
necessary; who could have interviews with the persons indicated,
and, above all, who could manage to procure detailed plans of the
Temple Prison. An ordinary courier would not do. Well, it just
happened that Peltier had relations with a foreign nobleman,
Hungarian by birth, whom he had come to know by chance, and who
even helped him with his publications. He had, in fact, made this
gentleman his collaborator. His name was d’Auerweck, and as he
happened to be in France at that very moment, he could easily
betake himself to Paris, and, in Peltier’s opinion, would fill most
admirably the delicate post with which he was to be entrusted.
Finally, throughout the plot, they were to make use in
correspondence of a “sympathetic” ink, “which could only be read
when held near the fire.”
Here is the cost of the first preparations:—
£ s. d.
Journey to Paris by diligence 5 5 0
Return 5 5 0
Travelling expenses, etc. (at 6 6 0
least)
Expenses at Paris for, say 3 3 0
fifteen days
Tips to servants 6 6 0
26 5 0
That is a sum of about 650 francs. Needless to say, the journalist
émigré, like most of his compatriots, was entirely unable to give the
smallest contribution to the expenses of the enterprise; but Lady
Atkyns was there, ready for any sacrifice; they were to apply to her
for everything necessary.
In conclusion, Peltier pointed out again the difficulties of a general
escape.
“Above all, madame, do not forget that I foresee a great
difficulty in bringing out the three principal members of the
family. They may possibly think themselves safer in the
Temple than on the high-road. The personal risk which you
are running makes me shudder. Your courage is worthy of the
admiration of all Europe, and if any harm comes to you, as
the result of so heroic an enterprise, I shall be among those
who will deplore it most.”
 Three days later another letter came to Ketteringham, telling of the
good progress of the attempt. Peltier was going to despatch his
servant to Amiens, whither the Baron d’Auerweck had gone, and the
latter would in this way receive his instructions.
But there was no time to lose. The storm was muttering in Paris.
Pressed by the “Forward” groups, frightened by the redoubled
insurrections, the Convention had been compelled to proceed to the
trial of the King. “Circumstances are becoming so urgent,” wrote
Peltier, “that we have not a moment to lose; they talk of trying the
King so as to calm down the insurrections that are breaking out
everywhere.”
And, indeed, it was necessary to make haste. After the discovery
of the papers in the famous “Iron Press” in the Tuileries, the
Convention had agreed that the King should appear before them. On
December 10 Robert Lindet made his report, and the next day
Barbaroux presented “the deed enunciating the crimes of Louis
Capet.” On the same day the King appeared before the bar of the
Convention, there to answer the thirty-one questions which were put
to him.
Like lightning, this terrifying news crossed the Channel, and
reached London in a few hours. Peltier’s rooms filled with horrified
people, “who met there all day long to weep and despair.”
“I cannot conceal from you, madame,” wrote Peltier that
evening to his friend, “that the danger to the Royal Family is
very great at this moment. Truly I cannot hope that they will
still be alive at the end of the fortnight. It is heartrending. You
will have seen the English papers. You will have read
Robespierre’s abominable speech, and how it was applauded
by the Tribunes; and, above all, you will have seen about
these new documents, which have been twisted into a crime
of the unhappy King’s because people will not see that all the
steps he took to regain his authority were taken for the good
of his people, and that his sole object was to save them by
force if necessary from the evils which are destroying them,
now that they no longer have a King.”
 But even yet all was not lost. If they arrived too late to save the
King, there was still the Dauphin, “to whom every one should look.”
In a few days the Baron d’Auerweck would be in Paris, and they
would know exactly how much they might still hope for.
“A Transylvanian nobleman,” was the description Peltier had given
when writing about this new collaborator.[37] The epithet, although
most attractive—suggestive as it was of that land of great forests all
wildness and mystery—was not perfectly exact. The family of
Auerweck, though perhaps of Hungarian origin, had established itself
at Vienna, where the father of our Baron died as a captain in the
Austrian service. His wife—whose maiden-name had been
Scheltheim—had borne him four children, two boys and two girls.
The two latter were married and settled in Austria. The elder son,
who was born at Vienna about 1766, was named Louis (Aloys)
Gonzago; he added to his family name that of an estate, Steilenfels,
and the title of Baron—so that the whole thing, when given out with
the proper magniloquence, was quite effective.
“By the particular favour of Marie-Thérèse,” Louis d’Auerweck
entered very young the Military Academy of Neustadt, near Vienna.
On leaving it, he spent four years in a Hungarian regiment, the
“Renfosary;” but garrison-life bored him, and, independent and
ambitious, he longed to shake off the yoke of militarism which
hampered him in his schemes.
Unfortunately, we have only his own record of his younger days,
[38]and it is matter for regret that no more trustworthy information is
to be had. For very curious and interesting is the life of this
adventurer, who was undeniably intelligent and clever, but who was
also an intriguer and a braggart; who knew French well, and
therefore posed as a finished diplomatist, with pretentions to
philosophy and literature; who, in a word, was filled with a sense of
his own importance, and fatally addicted to “playing to the gallery.”
Some quotations from his writings will give a better idea of him than
any description.
Hardly has he left Austria—his reason for doing so we shall learn
from himself—than he sets off on a sort of educational tour,