Unit 4 - Part 2

1. 1[blank_start]Schemes[blank_end] - Mental [blank_start]structures[blank_end] we use to understand our thinking about the world.

   1. ASchemes
   2. Bstructures
2. 2This stage of Piaget's theory is characterized by experiencing the world through senses and actions, such as looking, touching, and mouthing. The developmental phenomena for this stage is object permanence and stranger anxiety.

   1. ASensorimotor
   2. BPreoperational
   3. CConcrete Operational
   4. DFormal Operational
3. 3How long does the Sensorimotor stage typically last for?

   1. ABirth to 2 years
   2. B2-6 years
   3. C7-11 years
   4. D12 through adulthood
4. 4This stage of Piaget's theory is characterized by representing things with words and images but lacking logical reasoning. The developmental phenomena for this stage includes pretend play, egocentrism, and language development.

   1. ASensorimotor
   2. BPreoperational
   3. CConcrete Operational
   4. DFormal Operational
5. 5How long does the Preoperational stage usually last?

   1. ABirth - 2 years
   2. B2-6 years
   3. C7-11 years
   4. D12 through adulthood
6. 6This stage of Piaget's theory is characterized by thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations. The developmental phenomena for this stage include conservation and mathematical transformation.

   1. ASensorimotor
   2. BPreoperational
   3. CConcrete operational
   4. DFormal operational
7. 7How long does the Concrete Operational stage usually last?

   1. Abirth - 2 years
   2. B2-6 years
   3. C7-11 years
   4. D12 through adulthood
8. 8This stage of Piaget's theory is characterized by abstract reasoning. The developmental phenomena include abstract logic and potential for moral reasoning.

   1. ASensorimotor
   2. BPreoperational
   3. CConcrete Operational
   4. DFormal Operational
9. 9How long does the Formal Operational stage typically last?

   1. ABirth - 2 years
   2. B2-6 years
   3. C7-11 years
   4. D12 through adulthood
10. 10Sensorimotor Stage: Birth to [blank_start]2 years[blank_end]. Sensory and [blank_start]motor[blank_end] exploration, we learn through our senses and our motor actions, which explains why infants put everything in their [blank_start]mouths[blank_end]. [blank_start]Reflexes[blank_end] are present, they are goal-oriented behaviour. There is also experimentation and [blank_start]Object[blank_end] permanence.

    1. A2 years
    2. B3 years
    3. Cmotor
    4. Dmouths
    5. EReflexes
    6. FObject

11. 11Piaget believed that the driving force behind [blank_start]intellectual[blank_end] development is our [blank_start]biological[blank_end] development amidst experiences with the [blank_start]environment[blank_end]. Our cognitive development is shaped by the [blank_start]errors[blank_end] we make.

    1. Aintellectual
    2. Bbiological
    3. Cerrors
    4. Denvironment
12. 12The awareness that things continue to exist even when they are not seen is known as:

    1. AObject permanence
    2. BObject disappearance
    3. CObject concentration
13. 13Object permanence usually develops at about:

    1. A8 months
    2. B7 months
14. 14Preoperational Stage: [blank_start]2 - 7 years[blank_end]. A child begins to develop ideas of objects in the external world and the [blank_start]ability[blank_end] to work them in his or her mind, symbolic thought/representation. They also being to [blank_start]draw[blank_end] instead of just scribble. They also start to engage in [blank_start]make-believe[blank_end] play.

    1. A2 - 7 years
    2. B2 - 6 years
    3. Cability
    4. Ddraw
    5. Emake-believe
15. 15During the Preoperational Stage, children:

    1. AThink, but it is illogical; unable to preform mental operations.
    2. BThink, and it is logical; able to preform mental operations.
16. 16Their illogical thinking is shown through ________ tasks, which require you to understand that certain properties of an object remain the same despite changes in the object's outward appearance.

    1. AConservation
    2. BCentration
    3. CIrreversibility
17. 17Kids often get problems wrong because of _________, where they can only think about one thing at a time; usually focusing on the appearance of something and neglect others.

    1. ACentration
    2. BIrreversibility
18. 18Kids often get problems wrong because of _______, where they think changes in relationships happen in one direction only, they cannot mentally reverse a set of steps.

    1. AIrreversibility
    2. BCentration
19. 19Another problem faced by children at this stage is ________, the inability of the preoperational child to take another's point of view, they lack the perspective-taking skill. An example of this is that a little boy will say he has a brother, but when asked if his brother has a brother, he will say no.

    1. AEgocentrism
    2. BObject Permanence
    3. CIrreversibility
    4. DCentration
20. 20The Concrete Operational Stage: [blank_start]7-12 years[blank_end]. Children develop the ability to hold an idea in their minds and mentally [blank_start]manipulate[blank_end] it. They can talk about [blank_start]complex[blank_end] relationships, however these discussions are still limited. They are less [blank_start]egocentric[blank_end], can perform mental operations, but still only have [blank_start]concrete[blank_end] thinking.

    1. A7-12 years
    2. B8-12 years
    3. Cmanipulate
    4. Dcomplex
    5. Eegocentric
    6. Fconcrete
21. 21The Formal Operational Stage: [blank_start]12+ years[blank_end]. Children now have flexible, logical, [blank_start]abstract[blank_end] thinking. Also have [blank_start]hypothetico-deductive[blank_end] reasoning, they can now deduce hypotheses from a general theory, "if this, then that".

    1. A12+ years
    2. B13+ years
    3. Cabstract
    4. Dconcrete
    5. Ehypothetico-deductive
22. 22Thinking about thinking is known as:

    1. ACognition
    2. BMetacognition
23. 23Adolescent [blank_start]Egocentrism[blank_end] is characterized by [blank_start]Imaginary Audience[blank_end], where you believe everyone is observing, criticizing and scrutinizing your actions, and [blank_start]Personal Fable[blank_end], an inflated sense of importance, of being special, believing that you are invincible in a way, "That's not going to happen to me" and "You've never been in love like this, Mom"

    1. AEgocentrism
    2. BImaginary Audience
    3. CPersonal Fable
24. 24Social and Emotional Development: 2 months - [blank_start]reacts postively to humans[blank_end]. 4 months - [blank_start]prefers family, receptive to strangers[blank_end]. 8 months - [blank_start]Stranger Anxiety[blank_end]. 12 months - [blank_start]Separation Anxiety[blank_end]

    1. Areacts postively to humans
    2. Bprefers family, receptive to strangers
    3. CStranger Anxiety
    4. DSeparation Anxiety
25. 25 An emotional tie with another person, shown in young children by their seeking closeness to the caregiver and displaying distress on separation.

    1. AAttachment
    2. BRelationship
    3. CSeparation Anxiety
26. 26This aspect of attachment is characterized by "__________ breeds content", we like what we know. For animals, attachments based on this form during critical periods and can sometimes be known as Imprinting.

    1. AFamiliarity
    2. BComfortableness
    3. CResponsivity
27. 27This aspect of attachment was shown during Harlow's Surrogate Mother Experiment with monkeys, where the monkeys preferred the contact of the ________ mother over the nourishing one. Harlow showed that infants bond with surrogate mothers because of bodily ________ and not nourishment.

    1. AFamiliarity
    2. BComfortableness/Contact
    3. CResponsiveness
28. 28This aspect of attachment was proved by Harlow's experiment as well, as monkeys raised by artificial, insensitive mothers would be terror-stricken when placed in strange situations without their surrogate mothers.

    1. AFamiliarity
    2. BComfortableness
    3. CResponsivity
29. 29This type of parenting leads to secure attachment.

    1. ASensitive, attentive parenting.
    2. BInsensitive, inattentive parenting.
30. 30This type of parenting leads to insecure attachment.

    1. ASensitive, attentive parenting.
    2. BInsensitive, inattentive parenting.
31. 31The "Strange [blank_start]Situation[blank_end]" Experiment, conducted by Ainsworth, helped define the [blank_start]attachment[blank_end] quality of babies by their [blank_start]reunion[blank_end] responses.

    1. ASituation
    2. Battachment
    3. Creunion
32. 3260% of children express _________ attachment, they explore their environment happily in the presence of their mothers and show distress when they leave.

    1. ASecure
    2. BInsecure
33. 3340% of children show ________ attachment, they cling to their mothers/caregivers and are less likely to explore the environment.

    1. ASecure
    2. BInsecure
34. 34Insecure Attachment broken down: [blank_start]Anxious/Avoidant[blank_end] (15%) - Shows little distress at separation, little joy at reunion. [blank_start]Anxious/Ambivalent[blank_end] (10%) - Strong reaction to mother's absence, mixed emotions at reunion. [blank_start]Disorganized/Disoriented[blank_end] (15%) - Mixture of Avoidant and Resistant behaviours.

    1. AAnxious/Avoidant
    2. BAnxious/Ambivalent
    3. CDisorganized/Disoriented
35. 35This parenting style has High Control and Low Responsiveness, the parents impose rules and expect obedience, saying things such as "Don't interrupt" and "because I said so"

    1. AAuthoritarian
    2. BPermissive
    3. CAuthoritative
    4. DRejecting-Neglecting/Uninvolved
36. 36This parenting style has Low Control and High Acceptance, the parents usually submit to children's desires, make few demands, and use little punishment. Try to be the child's best friend.

    1. AAuthoritarian
    2. BPermissive
    3. CAuthoritative
    4. DRejecting-Neglecting/Uninvolved
37. 37This parenting style has High Control and High Acceptance, the parents are both demanding and responsive, they set rules, but explain reasons and encourage open discussion.

    1. AAuthoritarian
    2. BPermissive
    3. CAuthoritative
    4. DRejecting-Neglecting/Uninvolved
38. 38This parenting style has Low Control and Low Acceptance, the parents are both rejecting and neglecting, they expect little from kids and invest little time or effort.

    1. AAuthoritarian
    2. BPermissive
    3. CAuthoritative
    4. DRejecting-Neglecting/Uninvolved
39. 39The child of a Rejecting-Neglecting parent will turn out:

    1. Aaggressive, tantrums, hostile, antisocial, drug abuse
    2. Bmoody, withdrawn, dependent, angry, defiant
    3. Cdependent, angry, immature, irresponsible, self-centered, low achieving
    4. Dwell-adjusted, independent, competent, responsible, cheerful
40. 40[blank_start]Rejecting-Neglecting[blank_end] child: aggressive, tantrums, hostile, antisocial, drug abuse. [blank_start]Authoritarian[blank_end] child: moody, withdrawn, dependent, angry, defiant. [blank_start]Permissive[blank_end] child: dependent, angry, immature, irresponsible, self-centered, low achieving. [blank_start]Authoritative[blank_end] child: well-adjusted, independent, competent, responsible, cheerful

    1. ARejecting-Neglecting
    2. BAuthoritarian
    3. CPermissive
    4. DAuthoritative
41. 41__________ are the biologically based tendencies to respond to certain situations in similar ways throughout our lifetimes. It can also influence attachment and parenting style.

    1. ATemperament
    2. BPersonality
    3. CGenes
42. 42Babies with _____ temperaments are described as cheerful, regular in routines, such as eating and sleeping, and open to novelty. 40% of babies.
    

    1. AEasy
    2. BDifficult
    3. CSlow-to-warm-up
    4. DUnique
43. 43Babies with _______ temperaments tend to be irritable and likely to have intensely negative reactions to changes or new situations. 10% of babies.

    1. AEasy
    2. BDifficult
    3. CSlow-to-warm-up
    4. DUnique
44. 44Babies in this category are less active and less responsive than other babies. In general, they tend to withdraw in the face of change, but their withdrawal is not as sharply negative as those with difficult temperaments.
    

    1. AEasy
    2. BDifficult
    3. CSlow-to-warm-up
    4. DUnique
45. 45Babies in this category show unique blends of characteristics from the other categories. For example, a child might be cautious in new situations but have regular routines and be relatively cheerful. 35% of babies.
    

    1. AEasy
    2. BDifficult
    3. CSlow-to-warm-up
    4. DUnique
46. 46Temperament and Parenting Style have 3 possible correlations.

    1. AParenting Style, influenced by third factor, influences child's traits.
    2. BChild's traits, influenced by third factor, influences Parenting Style.
    3. CThe two are both influenced by third factor and both influence each other.
47. 47Reciprocal [blank_start]Socialization[blank_end]: Childrens' behaviour affects [blank_start]parenting[blank_end] style and parenting style affects childrens' [blank_start]behaviour[blank_end].

    1. ASocialization
    2. Bparenting
    3. Cbehaviour

Descripción

Psychology Test sobre Unit 4 - Part 2, creado por Madison Pretty el 10/12/2016.

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