320
Chapter 10
Quick Quiz
1. Which of the following is NOT a basic emotion?
a. happiness c. fear
b. anger d. embarrassment
2. Which of the following is NOT a complex emotion?
a. pride c. fear
b. guilt d. embarrassment
3. Nine-month-old Jack sees a cat for the first time. As the cat approaches him, Jack looks toward his mother to see
how she reacts to the cat. Jack uses his mother’s emotions to determine his response to the cat, a tool known as
a. systematic desensitization. c. display rules.
b. complex emotions. d. social referencing.
4. According to Rothbart’s theory of temperament, __________ refers to the extent to which a child is generally
happy, active, vocal, and regularly seeks interesting stimulation.
a. negative affect c. activity level
b. effortful control d. surgency/extraversion
5. Which child is most likely to succeed in school?
a. Chris, who is very active c. Deshawn, who is very persistent
b. Megan, who is easily distractible d. Juan, who is very shy
6. In their study of how temperament influences helping others, Young, Fox, and Zahn-Waxler found that
a. shy and outgoing children were equally likely to express concern, but outgoing children were more likely to
help a stranger.
b. shy and outgoing children were equally likely to express concern, but shy children were more likely to help a
stranger.
c. shy and outgoing children were equally likely to express concern and to help a stranger.
d. outgoing children were both more likely to express concern and more likely to help a stranger.
7. According to Bowlby, during which phase of attachment does the infant engage in many behaviors, such as
crying, smiling, and gazing intently, that elicit caregiving from an adult?
a. preattachment c. true attachment
b. attachment in the making d. reciprocal relationships
8. Given an opportunity to play with both mothers and fathers, infants are more likely to choose
a. fathers.
b. mothers.
c. Infants are equally likely to choose fathers or mothers as they don’t really have a preference.
d. Infants prefer to play with peers, and do not choose to play with mothers and fathers.
9. Gabriel is upset when his mother drops him off at child care and seems upset and sometimes angry when she
returns. His mother has a hard time consoling him. Gabriel most likely has what type of attachment?
a. secure c. avoidant
b. resistant d. disorganized (disoriented)
10. A set of expectations about parents’ availability and responsiveness, generally and in times of stress is known as
a. an internal working model. c. attachment in the making.
b. preattachment. d. reciprocal relationships.
Chapter 10
Quick Quiz Answers
1. Chapter Module: Emerging Emotions
2. Chapter Module: Emerging Emotions
3. Chapter Module: Emerging Emotions
4. Chapter Module: Temperament
5. Chapter Module: Temperament
6. Chapter Module: Temperament
7. Chapter Module: Attachment
8. Chapter Module: Attachment
9. Chapter Module: Attachment
10. Chapter Module: Attachment
322
Chapter 10
Emotional Development
MULTIPLE CHOICE QUESTIONS
10.1 Basic emotions
a. do not involve a physiological change. c. vary from culture to culture.
b. are not expressed in an overt behavior. d. involve a subjective feeling.
Chapter Module: Emerging Emotions
10.2 Which of the following is a basic emotion?
a. pride c. happiness
b. guilt d. embarrassment
Chapter Module: Emerging Emotions
Diff: Easy
10.3 Basic emotions consist of a subjective feeling, an overt behavior, and
a. a physiological change. c. a cultural-specific expression.
b. an evaluative component. d. an advanced cognitive component.
Chapter Module: Emerging Emotions
10.4 Which of the following would be the element of a basic emotion referred to as a subjective feeling?
a. a smile c. bumping into a chair
b. an increase in heart rate d. being so happy you feel like you’re floating on air
Chapter Module: Emerging Emotions
Diff: Moderate
10.5 Researchers often use __________ to assess an infant’s emotional state.
a. facial expressions c. the Strange Situation
b. subjective feelings d. systematic desensitization
Chapter Module: Emerging Emotions
Diff: Moderate
10.6 All of the basic emotions are experienced by as early as
a. the first few months of life. c. 18 to 24 months of age.
b. 8 or 9 months of age. d. the preschool years.
Chapter Module: Emerging Emotions
Diff: Moderate
323
10.7 In the first month, infants may smile
a. while asleep.
b. when asleep and when softly touched — serving as social smiles.
c. while asleep and when softly touched — reflexive responses to bodily states.
d. when they see another person.
.
Chapter Module: Emerging Emotions
Diff: Moderate
10.8 Social smiles typically first appear at
a. birth. c. 6 months of age.
b. 2 months of age. d. 18 months of age.
Chapter Module: Emerging Emotions
Diff: Moderate
10.9 A social smile typically occurs when an infant
a. was recently fed. c. sees another human face.
b. is asleep. d. is at least 1 year of age.
Chapter Module: Emerging Emotions
Diff: Easy
10.10 Which of the following emerges first?
a. anger c. pride
b. embarrassment d. fear
Chapter Module: Emerging Emotions
Diff: Moderate
10.11 The first distinct displays of anger typically occur
a. at birth. c. between 12 and 18 months of age.
b. between 4 and 6 months of age. d. during the preschool years.
Chapter Module: Emerging Emotions
Diff: Moderate
10.12 One of the first signs of fear in an infant often occurs when
a. infants are in the presence of an unfamiliar adult.
b. infants are picked up by a familiar adult.
c. a stranger talks to other adults instead of picking up the baby.
d. a favorite food or toy is taken away.
Chapter Module: Emerging Emotions
Diff: Easy
324
10.13 Stranger wariness is a sign of
a. anger. c. fear.
b. sadness. d. happiness.
Chapter Module: Emerging Emotions
Diff: Easy
10.14 Seven-month–old Lydia looked away and started to fuss when her mother’s college roommate, who hadn’t
visited since Lydia was born, got Lydia up from her nap. Lydia’s reaction is most likely the result of
a. social referencing. c. insecure attachment.
b. systematic desensitization. d. stranger wariness.
Chapter Module: Emerging Emotions
Diff: Moderate
10.15 Your niece is 7 months old and you are about to meet her for the first time. You are concerned that she will be
afraid of you and want to minimize the chance that meeting you will cause her stranger anxiety. What would
you do?
a. Greet her and give her your complete attention as soon as you meet her.
b. Arrange to see her for the first time in an environment that is familiar to her.
c. Meet her in an environment that is unfamiliar to her.
d. Pick her up right away when you meet her.
Chapter Module: Emerging Emotions
Diff: Moderate
10.16 Stranger wariness
a. emerges a few weeks after birth.
b. provides a natural restraint against the tendency for mobile infants to wander away from familiar
caregivers.
c. is greater when infants are in a familiar environment.
d. is not related to the stranger’s behavior.
Chapter Module: Emerging Emotions
Diff: Moderate
10.17 Which fear is likely to occur at the youngest age?
a. fear of strangers c. fear of imaginary creatures
b. fear of the dark d. fear of snakes
Chapter Module: Emerging Emotions
Diff: Moderate
10.18 Who is experiencing a complex emotion?
Diff: Moderate
325
a. Tim, who is happy c. Ramon, who is disgusted
b. Todd, who is embarrassed d. Victor, who is surprised
Chapter Module: Emerging Emotions
10.19 Complex emotions
a. emerge before basic emotions.
b. are universal.
c. involve feelings of success when one’s standards or expectations are met and feelings of failure when
they aren’t.
d. include feelings of happiness, anger, and disgust.
Chapter Module: Emerging Emotions
Diff: Moderate
10.20 Complex emotions don’t usually emerge until
a. 4 to 6 months of age. c. 18 to 24 months of age.
b. 9 to 12 months of age. d. 3 to 4 years of age.
Chapter Module: Emerging Emotions
Diff: Moderate
10.21 Hezron has experienced basic emotions, such as happiness and anger, but he is unlikely to feel more complex
emotions such as guilt, embarrassment, or pride until he
a. has some understanding of the self.
b. experiences a physiological reaction linked to his emotions.
c. displays overt behaviors associated with his subjective feelings.
d. goes through systematic desensitization.
Chapter Module: Emerging Emotions
Diff: Moderate
10.22 All of the following are correct regarding school refusal behavior EXCEPT
a. sometimes reflects a child’s desire to pursue enjoyable activities, such as playing video games, instead of
aversive ones, such as doing schoolwork.
b. sometimes reflects a child’s desire to avoid school-related situations that are frightening.
c. sometimes reflects an effort to get attention from parents.
d. sometimes reflects an inability to express self-conscious emotions.
Chapter Module: Emerging Emotions
Diff: Moderate
10.23 Which of the following is most effective way to treat school refusal behavior?
a. Gradually expose the child to fear-provoking school situations.
b. Teach the child techniques for relaxation when confronting fear-provoking situations.
Diff: Easy
c. Reinforce the child for attending school.
d. All of the above are effective techniques used together for reducing school refusal behavior.
Chapter Module: Emerging Emotions
Diff: Moderate
10.24 Unlike basic emotions, complex emotions
a. do not involve an evaluative component. c. involve a subjective feeling.
b. involve a physiological change. d. are triggered by different events in different cultures.
Chapter Module: Emerging Emotions
Diff: Moderate
10.25 Which of the following statements correctly illustrates the cultural differences in emotional expression for
American and Asian children?
a. American elementary-school children are embarrassed by public displays of individual achievement, but
show great pride when their entire class is honored for an achievement.
b. Asian elementary-school children often show pride at personal achievement, such as getting the highest
grade on a test or being chosen student of the month.
c. In many Asian countries, outward displays of emotions are discouraged in favor of emotional restraint.
d. American preschool children are less like than Chinese preschool children to smile at funny pictures or
express disgust after smelling vinegar.
Chapter Module: Emerging Emotions
Diff: Moderate
10.26 By __________ of age, infants begin to be able to distinguish facial expressions associated with different
emotions.
a. 1 month c. 12 months
b. 6 months d. 24 months
Chapter Module: Emerging Emotions
Diff: Moderate
10.27 Six-month–old Wendy’s mother is happy and smiles and talks to Wendy in a pleasant voice. Based on
research reported in your text, you would expect Wendy
a. to be able to distinguish facial expressions associated with different emotions, but not to change her own
emotions to match other people’s emotions.
b. to be unaware of and unaffected by other people’s emotions.
c. to match her emotion to her mother’s and therefore be happy.
d. to become distressed.
Chapter Module: Emerging Emotions
Diff: Moderate
10.28 When 1-year-old Kim was shown a new toy, she looked at her mother who appeared to be afraid of the toy.
Kim became distressed and moved away from the toy. Kim used __________ to regulate her own behavior.
a. an internal working model c. social referencing
b. systematic desensitization d. stranger anxiety
Chapter Module: Emerging Emotions
Diff: Easy
10.29 In social referencing
a. an infant has a preference for being with other people, rather than for being alone.
b. infants use their parents’ facial expressions to help them interpret unfamiliar situations.
c. deep relaxation is associated with progressively more anxiety-producing situations.
d. an infant has a set of expectations about parents’ availability and responsivity.
Chapter Module: Emerging Emotions
Diff: Moderate
10.30 The ability to recognize others’ emotions
a. can be used in social referencing.
b. emerges after the first birthday.
c. is not related to the ability to discriminate different facial expressions.
d. decreases with age.
Chapter Module: Emerging Emotions
Diff: Moderate
10.31 During the elementary school years, children
a. become less likely to modify their behavior according to other people’s emotions.
b. begin to realize that people can have “mixed feelings.”
c. become less able to recognize other people’s emotions.
d. show little change in understanding the emotions of others.
Chapter Module: Emerging Emotions
Diff: Moderate
10.32 Eight-year–old Megan reads the sentence such as “You are home all alone,” and is asked how she would feel
in the situation. Megan is likely to believe that this situation
a. cannot make a person feel more than one emotion at the same time.
b. cannot make a person experience two different emotions that differ in intensity at the same time.
c. can make a person feel both good and bad at the same time.
d. cannot influence how a person feels.
Chapter Module: Emerging Emotions
Diff: Moderate
10.33 Culturally specific standards for appropriate expressions of emotion in a particular setting or with a particular
person or persons are known as
a. display rules.
b. emotional regulation.
c. self-conscious emotions.
d. systematic desensitization.
Chapter Module: Emerging Emotions
Diff: Easy
10.34 Which of the following children is demonstrating the use of display rules?
a. Maddie hides her eyes when she is feeling shy.
b. Cliff tries really hard to control his anger because he likes you.
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.
Chapter Module: Emerging Emotions
Diff: Moderate
10.35 Emotion regulation begins in
a. infancy. c. the school-age years.
b. the preschool years. d. adolescence.
Chapter Module: Emerging Emotions
Diff: Easy
10.36 The regulation of emotions
a. doesn’t begin until children are about 2 years old.
b. is not related to the quality of interactions and relationships with one’s peers.
c. involves the use of cognitive strategies (e.g., reminding oneself to ignore something) in school-age
children and adolescents.
d. involves the use of physical strategies (e.g., moving closer to a parent) in school–age children and
adolescents.
Chapter Module: Emerging Emotions
Diff: Moderate
10.37 An infant’s consistent mood and style of behavior is called
a. emotionality. c. temperament.
b. rhythmicity. d. intensity of reaction.
Chapter Module: Temperament
Diff: Easy
329
10.38 Temperament is defined as
a. the amount of physical and motor activity an infant exhibits in daily situations.
b. the ease with which an infant adjusts to changes in the environment.
c. an infant’s regularity in eating, sleeping, and toileting.
d. an infant’s behavior style that is stable across situations and biologically based.
Chapter Module: Temperament
10.39 Results of the New York Longitudinal Study (NYLS) indicated that the largest group of babies was
categorized as
a. easy babies. c. slow-to-warm-up babies.
b. difficult babies. d. average babies.
Chapter Module: Temperament
Diff: Easy
10.40 Irina is a happy, cheerful baby who adjusts well to new situations. She sleeps, eats, and toilets on a regular
schedule. Thomas and Chess would categorize Irina’s temperament as
a. emotional. c. slow-to-warm-up.
b. easy. d. difficult.
Chapter Module: Temperament
Diff: Moderate
10.41 Adriana often cries, responds intensely to new situations, does not have regular eating and sleeping schedules,
and is very active. Adriana most closely fits Thomas and Chess’s __________ temperament classification.
a. slow-to-warm-up c. difficult
b. sociable d. easy
Chapter Module: Temperament
Diff: Moderate
10.42 You have noticed that your sister’s baby, Carrie, is relatively inactive and is typically unhappy. She typically
shows a mild dislike for new foods and unfamiliar places. After reading about Thomas and Chess’s
temperament classifications, you decide that Carrie has a(n) __________ temperament.
a. easy c. sociable
b. slow-to-warm–up d. difficult
Chapter Module: Temperament
Diff: Moderate
10.43 According to Thomas and Chess’s temperament categories, a difficult baby and a slow–to-warm-up baby
would be alike in that they both would
a. usually be unhappy. c. respond intensely when they disliked something.
b. be relatively active. d. be upset by unfamiliar situations.
Chapter Module: Temperament
Diff: Moderate
330
10.44 Walter is an infant who is angry, fearful, frustrated, and not easily soothed. According to Mary Rothbart,
Walter would be high on which dimension of temperament?
a. surgency/extraversion c. effortful control
b. negative affect d. helpful behavior
Chapter Module: Temperament
Diff: Moderate
10.45 According to Mary Rothbart, infants who are high on effortful control tend to be
a. high on surgency/extraversion and low on negative affect.
b. low on surgency/extraversion and high on negative affect.
c. high on surgency/extraversion and high on negative affect.
d. low on surgency/extraversion and low on negative affect.
Chapter Module: Temperament
Diff: Hard
10.46 Studies of temperament in twins have found that
a. fraternal twins are more alike in temperament than are identical twins.
b. identical twins are more alike in temperament than are fraternal twins.
c. there are no differences in the degree of similarity in temperament in fraternal and identical twins.
d. heredity does not seem to influence temperament.
Chapter Module: Temperament
Diff: Easy
10.47 Your friend, Sandy, interacts with her baby abruptly and lacks confidence. You would expect her baby
to be
a. more likely to develop an intense, difficult temperament.
b. less likely to develop an intense, difficult temperament.
c. temperamentally unaffected by how his mother interacts with him, because temperament is determined
by heredity.
d. temperamentally unaffected by how his mother interacts with him, because temperament does not
develop until later in childhood.
Chapter Module: Temperament
Diff: Hard
10.48 Cross-cultural studies of temperament have shown
a. that Japanese and Chinese babies are more emotional in stressful situations than European
American babies.
b. that European American babies are more emotional in stressful situations than Asian babies.
c. that any cultural differences in emotionality cannot be explained by the behavior of the mothers.
Diff: Moderate
d. no differences in emotionality between Asian and American babies.
Chapter Module: Temperament
Diff: Moderate
10.49 Which infant is MOST likely to cry when getting a shot?
a. Lina, who is Japanese
b. Jiang, who is Chinese
c. Grace, who is European American
d. Lina, Jiang, and Grace are equally likely to cry when getting a shot
Chapter Module: Temperament
Diff: Moderate
10.50 Asian infants tend to be __________ than European American infants.
a. less sociable c. more distractible
b. more active d. less emotional
Chapter Module: Temperament
Diff: Easy
10.51 Mia is a European American mother. Seiko is a Japanese mother. Compared to Mia, Seiko is
a. likely to spend more time in close physical contact with her baby.
b. likely to spend less time in close physical contact with her baby.
c. less likely to attempt to soothe her baby.
d. likely to exhibit no differences in how she interacts with her baby.
Chapter Module: Temperament
Diff: Moderate
10.52 Which of the following is INCORRECT regarding the DRD4 gene?
a. It is a temperament gene.
b. It is linked to behaviors that make up temperament (e.g., novelty seeking, fearfulness).
c. It is linked to brain systems that regulate attention, motivation, and reward.
d. One allele for this gene is associated with novelty-seeking in adults.
Chapter Module: Temperament
Diff: Hard
10.53 Temperament from infancy to childhood is
a. completely unrelated. c. somewhat stable.
b. very unstable. d. very stable.
Chapter Module: Temperament
Diff: Moderate
332
10.54 Temperament is moderately stable throughout infancy, childhood, and adolescence. Given this, which of the
following DOES NOT correctly demonstrates this stability?
a. Newborns who cry under moderate stress tend, as 5-month-olds, to cry when they are placed in stressful
situations.
b. When inhibited toddlers are adults, they respond more strongly to unfamiliar stimuli.
c. Outgoing 2-year-olds tend to be more reserved 8-year-olds.
d. Inhibited 2-year-olds tend to be shy 4-year-olds.
Chapter Module: Temperament
10.55 Studies of links between temperament and developmental outcomes have found
a. distractible children are more likely to succeed in school.
b. anxious children are less likely to comply with parents’ rules.
c. shy children often have problems interacting with peers.
d. persistent children are less likely to succeed in school.
Chapter Module: Temperament
Diff: Moderate
10.56 Which of the following statements about temperament and other aspects of development is TRUE?
a. Children who are capable of greater effortful control, as 3– and 4-year-olds, have higher scores on
measures of working memory.
b. Children who are not frequently angry or fearful are more prone to depression.
c. Anxious, fearful children are less likely to comply with a parent’s rules and requests.
d. Persistent children are less likely to succeed in school.
Chapter Module: Temperament
Diff: Moderate
10.57 After reading about research on temperament and developmental outcomes, which of the following children
would most surprise you?
a. Kyle, an active and distractible child who has difficulty in school.
b. Lonnie, a shy and inhibited child who has difficulty interacting with his peers.
c. Richie, an anxious and fearful child who often breaks his parents’ rules.
d. Brian, a persistent child who does well in school.
Chapter Module: Temperament
Diff: Hard
10.58 Researchers who studied inhibition and helping in 2-year-olds found that
a. shy children were more likely to help both their mothers and the experimenters when they feigned injury.
b. shy and outgoing children were equally likely to help both their mothers and the experimenters when
they feigned injury.
c. outgoing children were more likely to help the experimenters when they feigned injury, but shy and
outgoing children were equally likely to help the mothers.
d. outgoing children were more likely to help the mothers when they feigned injury, but shy and outgoing
children were equally likely to help the experimenters.
Diff: Moderate
Chapter Module: Temperament
Diff: Hard
10.59 A study of helping behavior in 2-year-olds who are shy and those who are outgoing indicated that
a. outgoing children were more likely than shy children to help their mothers when they were hurt.
b. shy children expressed more concern for both their mothers and a stranger than did outgoing children.
c. shy children were more likely to help the hurt stranger than were outgoing children.
d. shy and outgoing children did not differ in their concern for the hurt stranger.
Chapter Module: Temperament
Diff: Hard
10.60 Which of the following statements about temperament is TRUE?
a. The influence of temperament depends on the environment in which children develop.
b. Infants and toddlers who temperamentally resist control tend to be prone to behavior problems when they
are older if their mothers try to exert control over them.
c. Adolescents who are temperamentally cheerful are more affected by life stressors and, therefore, more
likely to drink, smoke, or use drugs.
d. Temperament is the sole determining factor of many aspects of development.
Chapter Module: Temperament
Diff: Moderate
10.61 The evolutionary perspective on attachment is that it
a. is learned through reinforcement and punishment.
b. is the result of the resolution of conflicts that are centered on various parts of the body.
c. increases the infant’s likelihood of survival.
d. was important to human evolution but has no value in modern society.
Chapter Module: Attachment
Diff: Easy
10.62 According to __________ theory, children who form an attachment to an adult are more likely to survive.
a. evolutionary c. behavioral
b. psychodynamic d. Piagetian
Chapter Module: Attachment
Diff: Easy
10.63 The infant singles out the attachment figure at approximately what age?
a. 4 weeks c. 7 months
b. 2 months d. 1 year
Chapter Module: Attachment
334
10.64 Who is most likely to have just recently singled out an attachment figure?
a. Felicity, who is 1 month of age c. Addy, who is 7 months of age
b. Samantha, who is 3 months of age d. Molly, who is 1 year of age
Chapter Module: Attachment
Diff: Moderate
10.65 Nicolette is starting to respond preferentially to her mother than to other people. She is soothed more quickly
by her mom, but still enjoys attention from almost anyone. She does not yet exhibit stranger anxiety. Bowlby
would consider Nicolette to be in which stage of the development of attachment?
a. preattachment c. true attachment
b. attachment in the making d. reciprocal relationships
Chapter Module: Attachment
Diff: Moderate
10.66 During what stage of attachment development do infants begin to understand parents’ feelings and goals and
sometimes use this knowledge to guide their own behavior?
a. preattachment c. true attachment
b. attachment in the making d. reciprocal relationships
Chapter Module: Attachment
10.67 Fathers
a. interact with their babies in the same ways that mothers do.
b. are more likely to engage in physical play with their babies than are mothers.
c. are more likely than mothers to be a source of comfort when babies are distressed.
d. spend more time taking care of their children than playing with them.
Chapter Module: Attachment
Diff: Moderate
10.68 Infants usually form attachments
a. only to mothers. c. to mothers and fathers.
b. only to fathers. d. to only one person, whoever is the primary caregiver.
Chapter Module: Attachment
Diff: Easy
10.69 If Bill and Mary are typical parents of a baby, which of the following is most likely to be true?
a. Their baby is likely to become attached to Mary, but not to Bill.
b. Bill is likely to spend more time playing with their baby than taking care of him.