1) Imprinting- babies bond with their parent to survive a) Lorenz b) Freud c) Harlow d) Ainsworth   2) Babies bond closer with the mother because they feed them, resolving their hunger a) Lorenz b) Freud c) Harlow d) Ainsworth   3) Softness- monkey proved babies bond to their mother for comfort, not survival a) Lorenz b) Freud c) Harlow d) Ainsworth   4) Attachment security- strange situation  a) Lorenz b) Freud c) Harlow d) Ainsworth   5) Sees caregiver as homebase, separates to play with toys, shows caregivers toys,  COULD be distressed or unbothered when caregiver leaves, active greeting/contact on reunion a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 6) Independent exploration, not distressed at parent leaving, actively ignores parent on reunion a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 7) Little exploration, avoids stranger, distressed at caregiver leaving, seeks contact on reunion, but is also resistant to the contact   a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 8) Most insecure, confused behavior on reunion, looks away when held  a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 9) 65% of kids a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 10) 20% of kids a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 11) 10% of kids a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 12) 5% of kids a) Secure attachment style (B) b) Insecure avoidant (A) c) Insecure ambivalent (C) d) Insecure- disorganized disoriented (D) 13) 40% a) easy baby b) slow-to-warm-up baby c) difficult baby d) no category 14) 15% a) easy baby b) slow-to-warm-up baby c) difficult baby d) no category 15) 10% a) easy baby b) slow-to-warm-up baby c) difficult baby d) no category 16) 35% a) easy baby b) slow-to-warm-up baby c) difficult baby d) no category 17) movement in the womb and outside the womb reflects the child's temperament a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 18) how consistent a child is with a schedule a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 19) how they react to doing something for the first time a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 20) how well they deal with changes a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 21) how long they pay attention to something- difference of a few seconds a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 22) how high of a threshold does something need to be for a baby to react a) activity level b) rhythmicity c) approach/withdrawl d) adaptability e) attention span and persistance f) threshold of responsiveness 23) which is stable?  a) quality of mood b) distractibility c) intensity of reaction d) rhythmicity e) activity level f) adaptability 24) which is not stable?  a) quality of mood b) distractibility c) intensity of reaction d) rhythmicity e) activity level f) adaptability 25) temperament is highly correlated with attachment style a) true b) false 26) self- esteem a) when they look at themselves and know how they are  b) how we think about ourself a reflection of what we've been told about ourselves c) how you feel about yourself, affective d) what you think about yourself, cognitive e) infants aged 2-3 months have a sense that they can exert an influence over their environment 27) Charles Cooley- the looking glass self a) when they look at themselves and know how they are  b) how we think about ourself a reflection of what we've been told about ourselves c) how you feel about yourself, affective d) what you think about yourself, cognitive e) infants aged 2-3 months have a sense that they can exert an influence over their environment 28) self- concept a) when they look at themselves and know how they are  b) how we think about ourself a reflection of what we've been told about ourselves c) how you feel about yourself, affective d) what you think about yourself, cognitive e) infants aged 2-3 months have a sense that they can exert an influence over their environment 29) self- recognition  a) when they look at themselves and know how they are  b) how we think about ourself a reflection of what we've been told about ourselves c) how you feel about yourself, affective d) what you think about yourself, cognitive e) infants aged 2-3 months have a sense that they can exert an influence over their environment 30) personal agency a) when they look at themselves and know how they are  b) how we think about ourself a reflection of what we've been told about ourselves c) how you feel about yourself, affective d) what you think about yourself, cognitive e) infants aged 2-3 months have a sense that they can exert an influence over their environment 31) rouge test- at what age did most kids have a sense of self  a) 12-14 months b) 15-17 months c) 18-24 months d) 25-30 months 32) kids describe themselves using the categorical self- describe themselves as age, gender, physical traits, the toys they have, etc. a) preoperational b) concrete operational c) formal operational d) sensorimotor e) after formal operational 33) kids describe themselves using- comparison statements, concrete physical terms and action terms  a) preoperational b) concrete operational c) formal operational d) sensorimotor e) after formal operational 34) kids describe themselves using self reflection (strengths, limits, comparisons), word describing demeanor, abstract reasoning, past-future statements, contradictory statements a) preoperational  b) concrete operational c) formal operational d) sensorimotor e) after formal operational 35) what others can see about ourselves a) public self b) private self 36) what only we can see about ourselves a) public self b) private self 37) Susan Harter's 5 domains of self esteem  doing well in school a) scholastic competence b) athletic competence c) behavioral conduct d) social acceptance e) physical appearance  38) Susan Harter's 5 domains of self esteem  how well they do in sports a) scholastic competence b) athletic competence c) behavioral conduct d) social acceptance e) physical appearance  39) Susan Harter's 5 domains of self esteem  how they behave a) scholastic competence b) athletic competence c) behavioral conduct d) social acceptance e) physical appearance  40) Susan Harter's 5 domains of self esteem  how many friends they have a) scholastic competence b) athletic competence c) behavioral conduct d) social acceptance e) physical appearance  41) Susan Harter's 5 domains of self esteem  if they like how they look a) scholastic competence b) athletic competence c) behavioral conduct d) social acceptance e) physical appearance  42) At what point can kids accurately realize when they are good at something- not overinflate their ego a) 6 b) 7 c) 8 d) 9 e) 10 f) 11

Emotional development/the self

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