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Chapter 1
Quick Quiz
1. These systematic, detailed observations of individual children done by scientists, including Darwin, in the
nineteenth century paved the way for today’s objective, analytic research.
a. child logs c. field notes
b. baby biographies d. infant observations
2. In child development, an organized set of ideas that is designed to explain and make predictions about
development is known as a(n)
a. hypothesis. c. systematic observation.
b. scientific observation. d. theory.
3. According to this theory, development reflects a specific and prearranged scheme or plan within the body.
a. maturational theory c. psychodynamic theory
b. ethological theory d. psychosocial theory
4. When 4-year-old Caryn realizes that taking another child’s toy is wrong, she is demonstrating which component
of personality according to Freud?
a. id c. superego
b. ego d. self-concept
5. Rashid is 7 years old and is working hard to learn basic skills and how to work well with others. According to
Erikson’s theory, Rashid is in what stage of psychosocial development?
a. autonomy versus shame and doubt c. industry versus inferiority
b. initiative versus guilt d. identity versus identity confusion
6. Telling a child that she doesn’t have to fold the laundry because she cleaned up her room is an example of
a. positive reinforcement. c. positive punishment.
b. negative reinforcement. d. negative punishment.
7. The four stages of Piaget’s cognitive development theory are, in chronological order:
a. sensorimotor, preoperational, concrete operational, and formal operational.
b. preoperational, sensorimotor, formal operational, and concrete operational.
c. formal operational, concrete operational, preoperational, and sensorimotor.
d. concrete operational, formal operational, sensorimotor, and preoperational.
8. Locke’s view that children are a blank slate on which experience writes, is an illustration of which theme in
child development?
a. continuity-discontinuity c. active-passive child
b. nature-nurture d. connections between developmental domains
9. Children who are attractive tend to have more friends than children who are not as attractive. That is,
attractiveness is associated with having more friends. This is an example of a
a. positive correlation. c. cause-and-effect relationship.
b. negative correlation. d. manipulated independent variable.
10. Weaknesses of longitudinal studies include all of the following EXCEPT:
a. cohort effects. c. practice effects.
b. selective attrition. d. inability to examine individual development over time.
Chapter 1
Quick Quiz Answers
1. Chapter Module: Setting the Stage
2. Chapter Module: Foundational Theories of Child Development
3. Chapter Module: Foundational Theories of Child Development
4. Chapter Module: Foundational Theories of Child Development
5. Chapter Module: Foundational Theories of Child Development
6. Chapter Module: Foundational Theories of Child Development
7. Chapter Module: Foundational Theories of Child Development
8. Chapter Module: Themes in Child-Development Research
9. Chapter Module: Doing Child-Development Research
10. Chapter Module: Doing Child-Development Research
Chapter 1
The Science of Child Development
MULTIPLE CHOICE QUESTIONS
1.1 Viewing infants as tabula rasas suggests that
a. infants will develop naturally unless the environment interferes.
b. experience will mold infants into unique individuals.
c. nature is more important than nurture.
d. infants are born with a sense of morality.
Chapter Module: Setting the Stage
1.2 The idea that the mind of the human infant is a tabula rasa at birth reflects the belief that
a. experience molds each person into a unique individual.
b. children should be left alone so that their good natures can unfold.
c. heredity plays a major role in an individual’s development.
d. infants cannot think because their minds are blank.
Chapter Module: Setting the Stage
1.3 If parents believe that children are tabula rasas at birth, they are likely to
a. leave their children alone so their virtuous natures can unfold.
b. be very permissive with their children.
c. assume that nothing they do will have any influence on their children’s development.
d. plan their children’s experiences from the moment of their birth.
Chapter Module: Setting the Stage
1.4 The French philosopher, Jean Jacques Rousseau, believed that
a. the human infant is born a tabula rasa.
b. infants were born with an innate sense of justice and morality.
c. experience molds each human into a unique individual.
d. parents should teach their children rationality and self-control.
Chapter Module: Setting the Stage
1.5 Heather believes her 12-month-old daughter will develop optimally if Heather gives her freedom to grow
naturally and does not try to shape her development. Heather’s beliefs about child rearing are most similar to
those of
a. Sigmund Freud. c. John Locke.
b. Erik Erikson. d. Jean Jacques Rousseau.
Chapter Module: Setting the Stage
Page(s): 4
1.6 Detailed, systematic observations of individual children are referred to as
a. blank slates. c. mental tests.
b. baby biographies. d. critical periods.
Chapter Module: Setting the Stage
1.7 __________________ based his ideas about child development on evolutionary theory and was interested in
age-trends in children’s beliefs and feelings.
a. John Locke c. G. Stanley Hall
b. Jean Jacques Rousseau d. Alfred Binet
Chapter Module: Setting the Stage
1.8 __________________ uses developmental research to promote healthy development, particularly for
vulnerable children and families.
a. Family policy
b. Applied developmental science
c. A quasi-experimental design
d. The Index of Social Health for Children and Youth (ISHCY)
Chapter Module: Setting the Stage
1.9 An organized set of ideas that is designed to explain development is referred to as a
a. theory. c. tabula rasa.
b. critical period. d. case history.
Chapter Module: Foundational Theories of Child Development
1.10 The view that development is a result of the unfolding of a specific and prearranged scheme or plan within
the body is characteristic of
a. Konrad Lorenz’s ethological theory.
b. Sigmund Freud’s psychodynamic theory.
c. Erik Erikson’s psychosocial theory.
d. Arnold Gesell’s maturational theory.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.11 ___________ theory states that child development occurs according to a prearranged scheme or plan within
the body.
a. Psychodynamic c. Maturational
b. Ecological d. Cognitive developmental
Chapter Module: Foundational Theories of Child Development
1.12 Gesell’s maturational theory most closely fits with the ideas of
a. Jean Jacques Rousseau. c. John Locke.
b. Erik Erikson. d. John Watson.
Chapter Module: Foundational Theories of Child Development
1.13 Which of the following theories has a biological perspective?
a. Freud’s psychosexual theory c. Gesell’s maturational theory
b. Bandura’s social cognitive theory d. Erikson’s psychosocial theory
Chapter Module: Foundational Theories of Child Development
1.14 An evolutionary perspective is most closely associated with which of the following theories?
a. psychosocial c. maturational
b. psychodynamic d. ethological
Chapter Module: Foundational Theories of Child Development
1.15 When a particular type of learning can take place only during a specific time period, not before or after that
period, there is a(n) ___________ for learning that behavior.
a. instinct c. blank slate
b. critical period d. emotional bond
Chapter Module: Foundational Theories of Child Development
1.16 According to ethologists, some behaviors can only be learned
a. when the behavior is reinforced and opposing behaviors are punished.
b. through observational learning.
c. during a critical period when the organism is biologically programmed to learn that behavior.
d. when the conflict between biological drives and society’s standards is resolved.
Chapter Module: Foundational Theories of Child Development
1.17 Raeann believes that babies are born with tendencies to form emotional bonds with their caregivers because it
makes them more likely to survive. Raeann’s beliefs fit most closely with __________ theory.
a. maturational c. learning
b. psychodynamic d. ethological
Chapter Module: Foundational Theories of Child Development
1.18 Creating an emotional bond with the mother is sometimes called
a. self-efficacy. c. imprinting.
b. adapting. d. maturation.
Chapter Module: Foundational Theories of Child Development
Diff: Easy
1.19 Jill was the first moving object a newly hatched chick saw. The chick later followed her around, just as if Jill
were the chick’s mother. The chick’s behavior is a result of
a. maturation. c. self-efficacy.
b. tabula rasa. d. imprinting.
Chapter Module: Foundational Theories of Child Development
1.20 Sigmund Freud’s psychodynamic theory
a. emphasizes the influence of early experiences on later development.
b. suggests that learning is the key to understanding development.
c. suggests that behavior should be considered in context.
d. emphasizes the importance of maturation.
Chapter Module: Foundational Theories of Child Development
1.21 Freud based his psychodynamic theory on
a. his patients’ case histories. c. correlational research studies.
b. observations of his children. d. experimental research studies.
Chapter Module: Foundational Theories of Child Development
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1.22 The id
a. wants immediate gratification of bodily desires.
b. provides a sense of morality.
c. works to resolve conflicts.
d. presses for socially acceptable actions.
Chapter Module: Foundational Theories of Child Development
1.23 Hedy lives according to the philosophy “If it feels good, do it.” Hedy’s personality appears to be dominated
by her
a. ego. c. superego.
b. imprinting. d. id.
Chapter Module: Foundational Theories of Child Development
1.24 If an ego could talk, it might say
a. “I want to eat NOW!”
b. “Do you think that is the right and honorable way to act?”
c. “Let’s see if we can discuss this issue calmly and rationally.”
d. “Is that what your mother would do?”
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.25 The moral agent in a child’s personality is the
a. ego. c. primitive instincts.
b. superego. d. id.
Chapter Module: Foundational Theories of Child Development
1.26 During recess Melissa noticed that another girl dropped the doll she was playing with. According to Freud’s
theory, Melissa’s ___________ would tell her to grab the doll and keep it as her own whereas her
___________ would tell her that taking another girl’s doll would be wrong.
a. id; ego c. superego; id
b. superego; ego d. id; superego
Chapter Module: Foundational Theories of Child Development
1.27 Psychosocial theory is associated with
a. Arnold Gesell. c. Erik Erikson.
b. Sigmund Freud. d. Albert Bandura.
Chapter Module: Foundational Theories of Child Development
1.28 Erikson emphasized
a. psychological and social aspects of development.
b. biological and physical aspects of development.
c. environmental influences on development.
d. cognitive development.
Chapter Module: Foundational Theories of Child Development
1.29 Erikson proposed a _________ theory in which development consists of a sequence of stages, each defined
by a unique crisis or challenge.
a. biological c. psychosocial
b. learning d. cognitive-developmental
Chapter Module: Foundational Theories of Child Development
1.30 The first of Erikson’s stages focuses on the issue of
a. industry vs. inferiority. c. trust vs. mistrust.
b. autonomy vs. shame and doubt. d. identity vs. identity confusion.
Chapter Module: Foundational Theories of Child Development
1.31 Erikson’s theory suggests that 16-year-old Glenn is likely to be facing the challenge of
a. realizing that he is an independent person.
b. establishing an intimate relationship with another person.
c. developing a sense of trust in the world.
d. developing a sense of his own identity.
Chapter Module: Foundational Theories of Child Development
1.32 In Erikson’s psychosocial theory,
a. outcomes of earlier stages influence how well children deal with the challenges of later stages.
b. each stage is self-contained and has no influence on other stages.
c. physical aspects of development are more important than social aspects of development.
d. the same challenges are faced over and over again in each stage.
Chapter Module: Foundational Theories of Child Development
1.33 Jaraan was never really able to answer the question “Who am I?” as a teenager. Erikson would predict that
during young adulthood, Jaraan will
a. be likely to view his life as satisfactory and worth living.
b. establish a loving relationship with another person.
c. develop the ability to try new things and handle failure.
d. have difficulty forming intimate relationships.
Chapter Module: Foundational Theories of Child Development
1.34 According to Erikson’s theory of psychosocial development, development is
a. the result of a natural unfolding of biological plans.
b. determined by the resolution of conflicts between one’s biological drives and society’s standards of right
and wrong.
c. the result of children’s attempts to understand their worlds.
d. determined by children’s resolution of psychological and social crises.
Chapter Module: Foundational Theories of Child Development
1.35 Experience plays the most important role in which of the following theories?
a. maturational c. ethological
b. cognitive-developmental d. learning
Chapter Module: Foundational Theories of Child Development
1.36 Who was the first theorist to use learning theory to explain child development?
a. Sigmund Freud c. Jean Piaget
b. John Watson d. Konrad Lorenz
Chapter Module: Foundational Theories of Child Development
1.37 Nehama believes that we could totally understand why children behave as they do if we would just look at the
rewards and punishments they’ve received for their behaviors in the past. Nehama looks at child development
as a(n) __________ theorist does.
a. ecological c. psychodynamic
b. cognitive-developmental d. learning
Chapter Module: Foundational Theories of Child Development
1.38 B. F. Skinner is most closely associated with which of the following concepts?
a. imprinting c. operant conditioning
b. self-efficacy d. observational learning
Chapter Module: Foundational Theories of Child Development
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1.39 Carol begged her father for some candy when they were in the grocery store. Eventually, Carol’s father gave
in and bought Carol some candy. According to theories of operant conditioning, what is likely to happen the
next time Carol and her father go to the grocery store?
a. Carol will not beg for candy because her father punished her begging the last time that they were in
the store.
b. Carol will not beg for candy because her father reinforced her begging the last time that they were in
the store.
c. Carol will beg for candy because her father reinforced her begging the last time they were in the store.
d. Carol will beg for candy because her father punished her begging the last time they were in the store.
Chapter Module: Foundational Theories of Child Development
1.40 When 8-year-old Chris brought home a report card with all A’s, his parents gave him one dollar for each “A.”
Chris’s parents were attempting to use __________ to shape Chris’s future behavior.
a. negative reinforcement c. punishment
b. positive reinforcement d. self-efficacy
Chapter Module: Foundational Theories of Child Development
1.41 Whenever Krysia hung up her coat and put away her backpack after school, she was excused from setting the
table, a chore she detests. Krysia’s parents were using __________ to modify her behavior.
a. self-efficacy c. negative reinforcement
b. punishment d. positive reinforcement
Chapter Module: Foundational Theories of Child Development
1.42 A reward that consists of taking away something unpleasant is called
a. positive reinforcement. c. extinction.
b. negative reinforcement. d. punishment.
Chapter Module: Foundational Theories of Child Development
1.43 Seth failed to put away his bicycle at night as he was supposed to. His father told him that he would not be
allowed to ride his bicycle for one week. Seth’s father tried to change Seth’s behavior by using
a. punishment. c. positive reinforcement.
b. extinction. d. negative reinforcement.
Chapter Module: Foundational Theories of Child Development
1.44 A consequence that decreases the future likelihood of the behavior that it follows is called
a. positive reinforcement. c. self-efficacy.
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b. negative reinforcement. d. punishment.
Chapter Module: Foundational Theories of Child Development
1.45 Frank was watching a Saturday morning cartoon in which the main character kicked someone and took away
a toy. Frank then walked across the room and kicked his brother Joe and took away Joe’s toy just as the
cartoon character had done on the TV show. According to social cognitive theory, Frank has just
demonstrated
a. observational learning or imitation. c. reinforcement for sharing toys.
b. punishment for aggressive behavior. d. imprinting.
Chapter Module: Foundational Theories of Child Development
1.46 Amanda noticed that whenever other children asked a question in class, their teacher seemed to get mad at
them. Amanda decided not to ask her teacher for help, even though she needed it and her teacher had never
seemed to be angry with her. Amanda’s behavior was shaped by
a. positive reinforcement. c. observational learning.
b. negative reinforcement. d. self-efficacy.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.47 Nate watched another boy pull a girl’s hair. Nate is most likely to imitate the boy’s behavior if
a. the boy is not very popular.
b. a teacher sends Nate to time-out.
c. the girl smiled at the boy after he pulled her hair.
d. the boy is not very smart.
Chapter Module: Foundational Theories of Child Development
Diff: Hard
1.48 Six-year-old Sarah had been watching her older brother and sister in swim meets for several years. Sarah
believed she was a good swimmer, too, and eagerly entered her first swim meet shortly after she turned 6.
Bandura would say that __________ played a role in Sarah’s desire to imitate her siblings.
a. genetic factors c. punishment
b. self-efficacy d. negative reinforcement
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.49 One difference between Skinner’s operant conditioning and Bandura’s social cognitive theory is that
a. Bandura believes children play an active role in their own development, while Skinner sees them as
being passively shaped by the environment.
b. Skinner views reinforcement and punishment as being important while Bandura does not.
c. Skinner believes that self-efficacy influences behavior while Bandura does not.
d. Bandura emphasizes rewards and punishment while Skinner does not.
Chapter Module: Foundational Theories of Child Development
Diff: Hard
1.50 The cognitive-developmental perspective is mainly concerned with
a. experience. c. thinking.
b. personality. d. context.
Chapter Module: Foundational Theories of Child Development
Diff: Easy
1.51 Jean Piaget is associated with ___________ theory.
a. ecological c. learning
b. psychodynamic d. cognitive-developmental
Chapter Module: Foundational Theories of Child Development
Diff: Easy
1.52 Piaget believed that children
a. are passively shaped by their experiences.
b. actively try to make sense of their world.
c. learn through a series of reinforcements and punishments.
d. face a series of conflicts or challenges as they develop.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.53 Jean Piaget’s theory of cognitive development focused on
a. the resolution of psychological crises.
b. improvements in mental hardware and software.
c. children’s creation of “theories” that help them understand their worlds.
d. adaptive behaviors that are learned during critical periods.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.54 Your neighbor tells you about his little boy who is always manipulating objects “just like a scientist trying to
test his theory about the world.” Having just read the first chapter of your child development textbook, you
reply, “You sound just like
a. B.F. Skinner!” c. Urie Bronfenbrenner!”
b. Sigmund Freud!” d. Jean Piaget!”
Chapter Module: Foundational Theories of Child Development
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1.55 Piaget stated that children’s theories about the world
a. remain the same until adulthood.
b. undergo three major changes during development.
c. are never tested by the children.
d. are based on what adults tell them.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.56 Which shows the correct sequence of Piaget’s stages of cognitive development?
a. preoperational, concrete operational, formal operational, and sensorimotor
b. sensorimotor, concrete operational, preoperational, and formal operational
c. sensorimotor, preoperational, concrete operational, and formal operational
d. concrete operational, formal operational, sensorimotor, and preoperational
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.57 __________ was a theorist who was primarily interested in ways that adults convey cultural beliefs to
children.
a. Piaget c. Freud
b. Skinner d. Vygotsky
Chapter Module: Foundational Theories of Child Development
1.58 According to __________ children develop when they work with skilled adults, including parents and
teachers.
a. Piaget c. Freud
b. Skinner d. Vygotsky
Chapter Module: Foundational Theories of Child Development
1.59 According to __________ theory, development is a result of how conflicts are resolved.
a. biological c. cognitive-developmental
b. learning d. psychodynamic
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.60 Biology is to environment as __________ theory is to __________ theory.
a. maturational; Skinner’s operant conditioning
b. psychosocial; ethological
c. Piaget’s; Freud’s
d. psychodynamic, Erikson’s psychosocial
Chapter Module: Foundational Theories of Child Development
Diff: Hard
1.61 One example of a theory with a learning perspective is
a. Erikson’s theory. c. Piaget’s theory.
b. Bandura’s social cognitive theory. d. Freud’s theory.
Chapter Module: Foundational Theories of Child Development
Diff: Moderate
1.62 The idea of continuity in development
a. is consistent with the view that behavior during the preschool years is not related to behavior during later
childhood.
b. means that development in one domain is related to development in other domains.
c. is consistent with the view that early development is related to later development.
d. means that development is jointly influenced by heredity and environment.
Chapter Module: Themes in Child-Development Research
Diff: Hard
1.63 Yvonne was a busy, energetic child who grew up to be a busy, energetic adult. Yvonne provides an example
of
a. the influence of nurture on development.
b. continuity in development.
c. the connectedness of different domains of development.
d. the active role of the child in development.
Chapter Module: Themes in Child-Development Research
Diff: Moderate
1.64 The continuity-discontinuity issue addresses the question of whether
a. genes or environment are most important.
b. development in different domains is related.
c. children actively influence their own development.
d. early development is related to later development.
Chapter Module: Themes in Child-Development Research
Diff: Easy
1.65 The nature-nurture issue is concerned with
a. the connection of development in one domain to development in other domains.
b. the role that children play in influencing their own development.
c. the roles that biology and environment play in development.
d. how early development is related to later development.
Chapter Module: Themes in Child-Development Research
15
1.66 Jackie feels that superior genes are the primary reason her daughter Jacqueline is intellectually gifted. Jackie
believes in the importance of
a. the active child. c. nature.
b. continuity. d. the connection of domains.
Chapter Module: Themes in Child-Development Research
Diff: Moderate
1.67 Ximena and Chris believe that they don’t need to worry about parenting their new son, Brant, because he was
born with a good nature and his good nature will determine his outcomes in life. Chris and Ximena’s views of
parenting are consistent with the __________ of the __________ issue.
a. nature; nature-nurture c. connection; connection of domains
b. passive; active-passive child d. continuity; continuity-discontinuity
Chapter Module: Themes in Child-Development Research
Diff: Hard
1.68 Travis insists that people are the masters of their own destinies. Travis believes in
a. the active child. c. continuity.
b. the passive child. d. discontinuity.
Chapter Module: Themes in Child-Development Research
Diff: Moderate
1.69 Michael and Lisa are new parents and they believe that their actions will influence their new son. They don’t
think that their son’s behavior will influence their parenting. Michael and Lisa’s views of parenting are
consistent with the ________ position of the ________ issue.
a. nature; nature-nurture c. connection; connection of domains
b. passive; active-passive child d. continuity; continuity-discontinuity
Chapter Module: Themes in Child-Development Research
Diff: Hard
1.70 John Locke’s views are consistent with
a. the idea that development in different domains is connected.
b. a passive view of the child.
c. an emphasis on nature.
d. a view of development as discontinuous.
Chapter Module: Themes in Child-Development Research
Diff: Moderate
1.71 Based on her experience in rearing five children, Elaine believes that personality influences the rate of
physical-motor development. Elaine appears to take the view that
a. development is always jointly influenced by heredity and environment.
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b. early development is related to later development.
c. development in different domains is connected.
d. children are at the mercy of the environment.
Chapter Module: Themes in Child-Development Research
1.72 Which of the following statements best represents the prevailing view among developmentalists?
a. Social development is not related to cognitive development.
b. Physical development is not related to cognitive development.
c. Social development is not related to physical development.
d. Physical, social, and cognitive development are interrelated.
Chapter Module: Themes in Child-Development Research
Diff: Moderate
1.73 Irina wants to study infant language development. She decides to watch 10 babies once a month from
birth to 2 years of age and write down the sounds they make and the words they use. Irina
is using
a. self-report. c. sampling behavior with tasks.
b. systematic observation. d. interviews.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.74 Research measures that involve watching children’s unprompted behavior in real-life settings are
referred to as
a. structured observations. c. self-report measures.
b. tasks that sample behavior. d. naturalistic observations.
Chapter Module: Doing Child-Development Research
Diff: Easy
1.75 Which of the following is true of naturalistic observations?
a. Researchers usually record all of a child’s behaviors.
b. Because children are being observed in their natural settings, the behavior of interest is less likely to be
disturbed.
c. This method is useful for studying phenomena that occur rarely.
d. This method is useful for studying behaviors that occur in private settings.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.76 Mary chose to assess the quality of infants’ relationships with their caregivers by observing infants in a
laboratory situation wherein the infants experienced a series of separations from and reunions with their
caregivers. What kind of measure did Mary use?
a. self-report c. structured observation
b. naturalistic observation d. questionnaire
Diff: Moderate
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.77 One drawback of structured observations is that
a. the artificial nature of the setting may distort the behavior of interest.
b. they cannot be used to study behaviors that occur naturally only rarely.
c. they can only be used to study behaviors that occur in public settings.
d. they cannot be performed in a laboratory.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.78 Which of the following measures involves sampling behavior with a task?
a. putting a number of objects in front of a child and having the child count them
b. listening to children’s everyday conversations and recording the complexity of their sentence structures
c. asking children how much television they watch in one week
d. having children fill out a questionnaire about their study habits
Chapter Module: Doing Child-Development Research
1.79 Which of the following is a strength associated with measures that sample behavior with tasks?
a. Children’s behavior is seen as it occurs naturally.
b. They almost always validly represent real-life behaviors.
c. They are convenient to use.
d. They assure representative sampling.
Chapter Module: Doing Child-Development Research
1.80 Which of the following is true of sampling behavior with tasks?
a. Sampling behavior with tasks may not really sample the behavior of interest.
b. Sampling behavior with tasks can be used to observe behavior directly.
c. Sampling behavior with tasks isn’t a popular method because it isn’t convenient to use.
d. Sampling behavior with tasks might lead some children to provide socially acceptable answers.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.81 A researcher is interested in how toddlers perceive emotions. The researcher brings toddlers into a room and
presents them with different photographs of faces, each representing a different emotion. The toddlers are
asked to point to different emotions as the researcher reads them aloud. This is an example of what type of
research design?
a. correlational c. self-report
b. sampling behavior with tasks d. naturalistic observation
Chapter Module: Doing Child-Development Research
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1.82 __________ measures ask children questions about the topic of interest.
a. Naturalistic observation c. Sampling behavior with tasks
b. Structured observation d. Self-report
Chapter Module: Doing Child-Development Research
Diff: Easy
1.83 Which of the following is a problem with the use of self-report?
a. Answers do not lead directly to information on the topic of interest.
b. Children may provide answers that are socially acceptable.
c. The collection of information is not convenient.
d. Children have very accurate memories, so their answers regarding past events can be trusted.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.84 Alvaro is interested in finding out how children’s conceptions of death change with age. He decides to
interview children and ask them questions such as “What happens when people die?” and “Do people eat
when they die?” Alvaro is using a form of _________ to measure children’s conceptions of death.
a. naturalistic observation c. sampling behavior with tasks
b. self-report d. structured observation
Chapter Module: Doing Child-Development Research
1.85 The tendency to select socially acceptable answers is called
a. response bias. c. validity.
b. self-report. d. sampling behavior.
Chapter Module: Doing Child-Development Research
Diff: Easy
1.86 Abe is investigating moral reasoning by asking children what they would do in different situations, such as if
one of their friends would shoplift when they were together. He is concerned that children may be giving him
the answers they think he wants to hear, rather than their genuine feelings about what they would really do.
Abe is worried about
a. cohort effects. c. response bias.
b. representative sampling. d. confidentiality.
Chapter Module: Doing Child-Development Research
Diff: Moderate
1.87 Which of the following is a weakness of self-report measures?
a. They are difficult to use with behaviors that are rare or that typically occur in private settings.
b. They may be invalid because they cannot sample behavior as it occurs naturally.
c. They may be invalid because structured settings distort the behavior.
d. They may be invalid because children answer incorrectly due to forgetting or response bias.