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1 | |
One reason why it is important to study children and child development is to understand how children change as they grow up and the forces that contribute to this change. |
| | A) | True |
| | B) | False |
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2 | |
The Canadian Psychological Association (a national organization of Canadian psychologists) was not formed until the 1960s. |
| | A) | True |
| | B) | False |
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3 | |
Only in relatively recent times have adults come to view children as other than "miniature adults". |
| | A) | True |
| | B) | False |
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4 | |
Since the early 1900s, the study of child psychology has evolved to include scientific study of children and concern for social policy on behalf of children. |
| | A) | True |
| | B) | False |
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5 | |
Sigmund Freud's personality structure is characterized by id, ego, and shame. |
| | A) | True |
| | B) | False |
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6 | |
The culture of a country likely influences the development of the child (e.g., identity, learning, social behaviour). |
| | A) | True |
| | B) | False |
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7 | |
The field of child development seeks to understand changes in the child's observed behaviours (e.g., cognitive, social, etc.) and the underlying processes and strategies. |
| | A) | True |
| | B) | False |
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8 | |
The nature (i.e., biology) versus nurture (i.e., environment) controversy is a debate about whether development is primarily influenced by maturation or by experience. |
| | A) | True |
| | B) | False |
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9 | |
The continuity of development view is that development involves gradual, cumulative change. |
| | A) | True |
| | B) | False |
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10 | |
The discontinuity of development view is that development involves distinct stages in the life span. |
| | A) | True |
| | B) | False |
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11 | |
The prevailing view today is that the child is a passive organism shaped mainly by external forces in the environment. |
| | A) | True |
| | B) | False |
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12 | |
B. F. Skinner's operant conditioning is based on how consequences influence behaviour. |
| | A) | True |
| | B) | False |
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13 | |
Erik Erikson's theory is based on eight stages of psychosocial development that confronts individuals with a crisis that must be addressed. |
| | A) | True |
| | B) | False |
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14 | |
According to Piagetian theory, children actively interpret and make sense of the information and events they encounter. |
| | A) | True |
| | B) | False |
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15 | |
Like Piaget's and Vygotsky's stage theories of development, information processing theories emphasize the continuous flow of development |
| | A) | True |
| | B) | False |
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16 | |
According to cognitive social learning theory, children only learn through classical and operant conditioning |
| | A) | True |
| | B) | False |
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17 | |
Behaviourism holds that theories of behaviour must be based on observations of actual behaviour, rather than on speculation about motives or other unobservable factors. |
| | A) | True |
| | B) | False |
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18 | |
Vygotsky proposed that the child's development is best understood as a product of social interaction. |
| | A) | True |
| | B) | False |
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19 | |
According to the psychoanalytic theory of development, psychological growth and change are governed only by conscious drives and instincts. |
| | A) | True |
| | B) | False |
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20 | |
Erikson's psychosocial theory held, as did Freudian theory, that development was discontinuous proceeding through a series of stages. |
| | A) | True |
| | B) | False |
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2002 McGraw-Hill Higher Education