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1 | |
Which of the following is the first stage in Erikson's theory of development? |
| | A) | autonomy vs. shame and doubt |
| | B) | initiative vs. guilt |
| | C) | industry vs. inferiority |
| | D) | trust vs. mistrust |
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2 | |
During which of Erikson's stages do children begin to identify their strengths and take pleasure in their accomplishments? |
| | A) | autonomy vs. shame and doubt |
| | B) | initiative vs. guilt |
| | C) | industry vs. inferiority |
| | D) | trust vs. mistrust |
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3 | |
Which category of attachment is characterized among infants by high levels of distress during separation episodes but, upon mothers' return, an ambivalent response? |
| | A) | insecure-avoidant attachment |
| | B) | insecure-disorganized attachment |
| | C) | insecure-resistant attachment |
| | D) | secure attachment |
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4 | |
Which category of attachment is characterized among infants by indifference to the departure of their mothers and avoiding mothers upon their return? |
| | A) | insecure-avoidant attachment |
| | B) | insecure-disorganized attachment |
| | C) | insecure-resistant attachment |
| | D) | secure attachment |
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5 | |
What impact did Pianta's (1994) research show a close teacher-student relationship to have on children at high risk for grade retention? |
| | A) | Children with close relationships to their teachers were more likely to be retained in their grade due to not wanting to leave their teacher. |
| | B) | Children with close relationships to their teachers were likely to act out in class. |
| | C) | Close student-teacher relationships served as a protective factor to at-risk students. |
| | D) | Close student-teacher relationships had no impact on high-risk students. |
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6 | |
Which of the following is NOT a facet of temperament? |
| | A) | activity level |
| | B) | adaptability |
| | C) | quality of moods |
| | D) | quality of maternal attachment |
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7 | |
When asked about herself, Margarite says, "I am good at reading, but math is hard for me." At what developmental stage is Margarite likely to be? |
| | A) | toddler/early childhood |
| | B) | early to middle childhood |
| | C) | middle to late childhood |
| | D) | adolescence |
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8 | |
John has always known that he wants to be a doctor when he grows up. His father and grandfather are both doctors. He has never explored other possibilities. What is John's occupational identity status? |
| | A) | identity achievement |
| | B) | identity foreclosure |
| | C) | identity moratorium |
| | D) | identity diffusion |
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9 | |
Liz is unsure about what she wants to be when she grows up. One week she thinks she wants to be a doctor, the next a teacher. She is actively reading everything she can about various occupations and talking to people about what they do for a living. What is Liz's occupational identity status? |
| | A) | identity achievement |
| | B) | identity foreclosure |
| | C) | identity moratorium |
| | D) | identity diffusion |
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10 | |
What theories of motivation examine how individuals interpret their successes and failures in achievement situations, especially with regard to causation? |
| | A) | attribution theories |
| | B) | needs theories |
| | C) | reinforcement theories |
| | D) | goal theories |
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11 | |
What theories of motivation emphasize students' reasons for choosing, performing, and persisting at various achievement activities? |
| | A) | attribution theories |
| | B) | needs theories |
| | C) | reinforcement theories |
| | D) | goal theories |
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12 | |
Students who engage in learning activities because they want to learn something new, develop their skills, or master an activity are said to be guided by what? |
| | A) | ego-oriented goals |
| | B) | performance-oriented goals |
| | C) | task-oriented goals |
| | D) | none of the above |
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13 | |
A competitive classroom environment is likely to foster what type of goal orientation? |
| | A) | ego-oriented |
| | B) | learning-oriented |
| | C) | task-oriented |
| | D) | none of the above |
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14 | |
Which students are likely to use active learning strategies that enhance conceptual understanding? |
| | A) | those with an ego-oriented focus |
| | B) | those with a learning-oriented focus |
| | C) | those with a performance-oriented focus |
| | D) | those who receive extrinsic reinforcement for achievement |
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15 | |
Students with extrinsic goals are likely to do which of the following? |
| | A) | memorize information through rehearsal |
| | B) | process information at a deep level to enhance understanding |
| | C) | engage in strategic learning strategies, such as relating new information to existing information |
| | D) | seek instrumental forms of help from others |
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16 | |
A child's attachment has an effect on all of the following, EXCEPT _____________. |
| | A) | problem-solving behavior |
| | B) | social competence |
| | C) | persistence |
| | D) | none of the above |
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17 | |
During the early to middle childhood period, characteristics of a typical child's self-concept include which of the following? |
| | A) | trait labels that focus on abilities |
| | B) | integration of positive and negative characteristics |
| | C) | separate concepts for their physical, social and cognitive abilities |
| | D) | focus on interpersonal characteristics |
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18 | |
Which of the following statements regarding self-esteem is UNTRUE? |
| | A) | Assuming environment and the social comparison group are reasonably stable, after late childhood, self-esteem will also show stability as the child gets older. |
| | B) | According to Harter's study, elementary-aged children's sense of self-worth is determined based on how they perform in areas or activities judged to be important. |
| | C) | High self-esteem from peer popularity is tied to high self-esteem in academic achievement during adolescence. |
| | D) | In middle adolescence, increased self-esteem is related to growth in personal autonomy. |
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19 | |
Which pattern of the development of ethnic identity involves living with the dominant culture, but feeling separated from it? |
| | A) | assimilation |
| | B) | marginality |
| | C) | separation |
| | D) | biculturalism |
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20 | |
Which type of motivation arises from a need for mastery? |
| | A) | effectance motivation |
| | B) | intrinsic motivation |
| | C) | extrinsic motivation |
| | D) | a and b |
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2002 McGraw-Hill Higher Education