1
Q
A 2-year-old child grabs a toy from another child but hesitates when the teacher says “We share our toys.” Which concept does this behavior best illustrate?
A. Fully developed self-regulation
B. Awareness of external demands
C. Internalization of some controls
D. Complete impulse suppression
A
C. Internalization of some controls
2
Q
A teacher notices that 3-year-old Maya pauses and takes a deep breath before reacting when another child bumps into her. This behavior shows Maya is:
A. Only responding to adult-imposed limits
B. Demonstrating early self-regulation
C. Lacking impulse control
D. Unaware of rules
A
B. Demonstrating early self-regulation
3
Q
A parent wonders why their 1-year-old keeps trying to touch electrical outlets even after being told “No.” Which explanation best fits developmental expectations?
A. The child has developed self-regulation and is choosing to ignore it
B. The child has internalized parental rules
C. The child is only just becoming aware of others’ demands
D. The child lacks the physical ability to stop
A
C. The child is only just becoming aware of others’ demands
4
Q
Research shows that preschoolers with better self-control tend to achieve more in adulthood. Which example best demonstrates this principle?
A. A preschooler who runs fast later becomes an athlete
B. A preschooler who waits patiently for a turn later manages time well in school
C. A child who enjoys puzzles later becomes more extroverted
D. A child who naps regularly later becomes healthier
A
B. A preschooler who waits patiently for a turn later manages time well in school
5
Q
A 3-year-old is able to wait for a snack until the teacher finishes preparing it, while a 2-year-old repeatedly asks for it immediately. This difference is mostly due to:
A. Differences in intelligence
B. Gradual development of self-control
C. Parenting styles only
D. Temperament differences unrelated to age
A
B. Gradual development of self-control
6
Q
A teacher wants preschoolers to clean up before recess. She reminds them, “If we clean up quickly, we’ll have more time to play outside.” Which self-control strategy is she using?
A. Reducing temptation
B. Teaching coping strategies
C. Reminding of goals
D. Modeling behavior
A
C. Reminding of goals
7
Q
A 2-year-old sees another child’s toy but manages to stop herself from grabbing it. Which evidence-based principle does this behavior best reflect?
A. Children cannot resist impulses until age 4
B. By age 2, children can often resist simple temptations
C. Self-control cannot be taught
D. Reducing temptation is unnecessary at this age
A
B. By age 2, children can often resist simple temptations
8
Q
A parent keeps cookies on a high shelf instead of leaving them on the counter where the child can see them. This approach is an example of:
A. Internalizing rules
B. Reducing temptation
C. Teaching self-talk strategies
D. Praising good behavior
A
B. Reducing temptation
9
Q
A caregiver teaches a child to “count to five” when upset before reacting. This method best illustrates which strategy?
A. Reminding of goals
B. Increasing external demands
C. Teaching specific coping strategies
D. Reducing environmental stimulation
A
C. Teaching specific coping strategies
10
Q
A child tends to run toward the playground gate before a teacher says it’s time. To improve self-control, the teacher posts a picture schedule showing when outdoor play happens. This primarily supports the child by:
A. Reminding them of the goal or routine
B. Making the playground less appealing
C. Giving a punishment warning
D. Eliminating the need for rules
A
A. Reminding them of the goal or routine
11
Q
A 3-year-old accidentally breaks a plate and laughs, showing no concern. This behavior best represents which stage?
A. Moral relativism
B. Premoral
C. Moral realism
D. Autonomous morality
A
B. Premoral
12
Q
A 6-year-old insists that “You must follow the game rules exactly, or you’re cheating!” and refuses to play if someone suggests changing the rules. This reflects:
A. Moral relativism
B. Premoral thinking
C. Heteronomous morality
D. Autonomous morality
A
C. Heteronomous morality
13
Q
Two children break vases: one breaks ten by accident, the other breaks one on purpose. A child in the moral realism stage would MOST likely say:
A. The child who broke one is naughtier
B. The child who broke ten is naughtier
C. Both children are equally naughty
D. Accidents don’t count as wrongdoing
A
B. The child who broke ten is naughtier
14
Q
A 9-year-old suggests changing the rules of a board game so that everyone has a fair chance, and the group agrees together. This behavior demonstrates:
A. Heteronomous morality
B. Premoral thinking
C. Autonomous morality
D. Egocentric reasoning
A
C. Autonomous morality
15
Q
A teacher asks students whether a punishment should be the same for everyone or adjusted based on why someone broke a rule. A student says, “It depends — if it was an accident, the punishment should be lighter.” This answer reflects:
A. Premoral reasoning
B. Moral realism
C. Rule rigidity
D. Moral relativism
A
D. Moral relativism
16
Q
A child says, “I won’t hit my brother because I’ll get in big trouble.”
Which stage is this?
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
A
A. Stage 1
17
Q
A student helps a classmate with homework because “Next time I might need help too.”
This represents:
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 5
A
B. Stage 2
18
Q
Heinz decides to steal the drug because “A good husband should protect his wife, and people would think he’s heartless if he doesn’t.”
Which stage?
A. Stage 3
B. Stage 2
C. Stage 4
D. Stage 6
A
A. Stage 3
19
Q
A teenager refuses to cheat on an exam because “My teacher trusts me and I don’t want to disappoint her.”
Stage?
A. Stage 1
B. Stage 3
C. Stage 4
D. Stage 5
A
B. Stage 3
20
Q
Heinz decides not to steal the drug because “If everyone stole whenever they felt justified, society would fall apart.”
Stage?
A. Stage 4
B. Stage 1
C. Stage 2
D. Stage 5
A
A. Stage 4
21
Q
A person argues that Heinz should steal the drug because “Life is more important than property, and laws should protect human rights.”
Stage?
A. Stage 3
B. Stage 5
C. Stage 1
D. Stage 4
A
B. Stage 5
22
Q
A child only follows rules when the teacher is watching.
Which stage?
A. Stage 1
B. Stage 3
C. Stage 4
D. Stage 6
A
A. Stage 1
23
Q
Someone reasons: “I agreed to follow the law when I became a citizen, but if a law violates human dignity, it should be changed.”
Which stage?
A. Stage 4
B. Stage 5
C. Stage 2
D. Stage 1
A
B. Stage 5
24
Q
A friend returns a borrowed item because “If I don’t, they won’t lend me things in the future.”
Stage?
A. Stage 2
B. Stage 3
C. Stage 1
D. Stage 6
A
A. Stage 2
25
A person says Heinz should steal the drug because “It is his absolute moral duty to preserve life regardless of consequences.”
Which stage?
A. Stage 5
B. Stage 6
C. Stage 3
D. Stage 2
B. Stage 6
26
A teen refuses to skip school because “It’s the rule, and rules keep society functioning.”
Stage?
A. Stage 1
B. Stage 3
C. Stage 4
D. Stage 5
C. Stage 4
27
A child decides not to lie because “People won’t trust me and I want them to think I’m a good kid.”
Stage?
A. Stage 4
B. Stage 1
C. Stage 3
D. Stage 6
C. Stage 3
28
Heinz steals the drug but immediately turns himself in because “Even when laws conflict with morality, individuals must take responsibility for breaking them.”
Stage?
A. Stage 5
B. Stage 2
C. Stage 3
D. Stage 1
A. Stage 5
29
A child argues, “Sharing is good because my teacher gives me stickers when I do.”
Stage?
A. Stage 2
B. Stage 1
C. Stage 3
D. Stage 4
A. Stage 2
30
A citizen supports a law they disagree with because “If everyone ignored laws they disliked, chaos would result.”
Stage?
A. Stage 4
B. Stage 2
C. Stage 6
D. Stage 3
A. Stage 4
31
Heinz shouldn’t steal the drug because “Stealing is illegal, and breaking the law is always wrong.”
Stage?
A. Stage 4
B. Stage 1
C. Stage 5
D. Stage 3
A. Stage 4
32
A person volunteers regularly because “It’s part of the social responsibility we all share.”
Stage?
A. Stage 3
B. Stage 4
C. Stage 5
D. Stage 2
C. Stage 5
33
Heinz should steal the drug because “Human life has inherent worth that transcends man-made laws.”
Stage?
A. Stage 6
B. Stage 4
C. Stage 2
D. Stage 3
A. Stage 6
34
Kohlberg presents the Heinz dilemma to a group of participants. Instead of focusing on whether they think Heinz should or shouldn’t steal the drug, he analyzes why they chose their answer. What aspect of his methodology does this illustrate?
A. He used direct observation of real-life behaviour to assess moral maturity.
B. He used hypothetical moral dilemmas to evaluate the reasoning behind moral decisions.
C. He measured physiological responses to moral conflict using lab equipment.
D. He interviewed parents to understand family influences on moral development.
B. He used hypothetical moral dilemmas to evaluate the reasoning behind moral decisions.
35
A person is deciding whether to report a coworker who made a mistake. Instead of thinking about rules or justice, they focus on how reporting might harm the coworker and their relationship.
Which aspect of Gilligan’s theory does this illustrate?
A. Justice-based reasoning
B. Ethic of care
C. Universal moral principles
D. Stage 6 morality
B. Ethic of care
36
A researcher finds that men and women both use justice reasoning in situations involving fairness, and care reasoning in situations involving relationships.
This finding supports:
A. Kohlberg’s claim that moral reasoning is gendered
B. Gilligan’s early claim that women reason morally in a superior way
C. Current research showing both genders use care and justice depending on the context
D. The idea that care is used only in childhood
C. Current research showing both genders use care and justice depending on the context
37
During a conflict, a person decides to compromise because they believe maintaining the relationship matters more than proving they are objectively “right.”
This best aligns with:
A. Kohlberg’s postconventional reasoning
B. Gilligan’s critique of abstract justice-based morality
C. Punishment and obedience orientation
D. Stage 4 social-order reasoning
B. Gilligan’s critique of abstract justice-based morality
38
A therapist works with couples and emphasizes that moral maturity involves deeply valuing relationships and taking responsibility for others’ needs.
This reflects Gilligan’s idea that the most advanced level of moral development is based on:
A. Equal application of rules
B. Avoiding punishment
C. Caring as fundamental to human relationships
D. Fairness and justice in all decisions
C. Caring as fundamental to human relationships
39
A student argues that Kohlberg’s approach misses important aspects of moral life because it evaluates people based on impersonal rules rather than empathy and responsiveness.
Which criticism is the student echoing?
A. Kohlberg ignored the importance of cultural norms
B. Kohlberg overemphasized emotional reasoning
C. Gilligan’s critique that justice-focused models neglect the ethic of care
D. Gilligan’s claim that only women use care-based reasoning
C. Gilligan’s critique that justice-focused models neglect the ethic of care
40
A student refuses to cheat on a test because they believe cheating is wrong even if no rule explicitly mentions the situation.
Which domain is guiding their judgment?
A. Social Convention
B. Personal Domain
C. Morality
D. Authority-based domain
C. Morality
41
A school requires students to wear uniforms. One student argues the rule is unnecessary but still follows it because it helps maintain order and smooth interaction at school.
This decision is based on:
A. Personal Domain
B. Moral Domain
C. Social Convention
D. Legal Domain
C. Social Convention
42
A teen chooses to dye their hair purple, even though some classmates think it looks odd. They explain, “It’s my body and it doesn’t hurt anyone.”
Which domain does this represent?
A. Social Convention
B. Morality
C. Personal Domain
D. Interpersonal Domain
C. Personal Domain
43
A child refuses to push another child off the swing because pushing would cause harm and is unfair, even though no adult is around to enforce rules.
Which domain is activated?
A. Social Convention
B. Morality
C. Personal Domain
D. Authority Regulation
B. Morality
44
A student ignores the classroom rule about raising hands because the teacher is absent, but justifies it by saying “We can relax the rule today since it doesn’t hurt anyone and still lets us interact fine.”
This reasoning aligns with:
A. Moral Domain
B. Social Convention
C. Personal Domain
D. Ethical Domain
B. Social Convention
45
A young adult decides not to vote because they feel it’s their personal choice and doesn’t affect anyone else.
Which mistake in domain classification are they making, based on your slide notes?
A. Treating a moral issue as a personal one
B. Treating a convention as a moral rule
C. Treating a personal choice as a social convention
D. Treating a moral issue as a convention
A. Treating a moral issue as a personal one
46
47
A child sees someone being bullied and immediately feels upset, which leads them to judge the act as wrong before thinking through rules or consequences.
This example best illustrates:
A. Social convention understanding
B. Emotional scripts guiding moral judgment
C. Pure cognitive reasoning
D. Personal domain decision-making
B. Emotional scripts guiding moral judgment
48
A teenager wants to lash out at a classmate who insulted them but stops themselves because they feel guilty imagining how much harm it would cause.
This demonstrates emotions contributing to:
A. Social conformity
B. Self-control in moral behaviour
C. Conventional reasoning
D. Personal domain decisions
B. Self-control in moral behaviour
49
A child who has repeatedly witnessed kindness (sharing, comforting) automatically feels warm and positive when they see someone help another person. This emotional script leads them to categorize helping as “good.”
What does this show?
A. Moral rules are entirely learned through reasoning
B. Emotional responses help form distinct moral categories
C. Helping is a social convention
D. Emotions interfere with moral understanding
B. Emotional responses help form distinct moral categories
50
A person evaluates a moral dilemma by both considering logic (e.g., consequences, fairness) and feeling empathy for those involved.
This reflects which principle?
A. Cognition and emotion operate separately
B. Moral understanding is driven primarily by emotion
C. Cognition + emotion together shape moral judgment
D. Emotional reactions are unrelated to reasoning
C. Cognition + emotion together shape moral judgment
51
A child who has often seen others being hurt develops an emotional script in which seeing harm triggers immediate distress, causing them to label harmful acts as morally wrong even in unfamiliar scenarios.
This shows that emotional responses:
A. Only matter in personal domain decisions
B. Are irrelevant to categorizing moral events
C. Help generalize moral judgments across situations
D. Replace cognitive processing entirely
C. Help generalize moral judgments across situations
52
During a disagreement, a young adult notices they feel ashamed as they begin to lie. The emotional discomfort leads them to stop and tell the truth instead.
This best illustrates:
A. Emotional interference in problem-solving
B. Moral reasoning based only on justice
C. Emotion supporting moral self-regulation
D. The role of social conventions
C. Emotion supporting moral self-regulation
53
A teacher frequently asks students questions like, “Why do you think he made that choice?” and “Do you think that was good or bad?”
This strategy promotes moral reasoning by:
A. Rewarding correct moral answers
B. Encouraging memorization of moral rules
C. Stimulating discussion that deepens moral understanding
D. Teaching students to rely on authority for moral judgments
C. Stimulating discussion that deepens moral understanding
54
A school organizes a debate on child labour, requiring students to consider multiple viewpoints and defend their reasoning.
This activity most directly supports moral development by:
A. Reducing emotional involvement
B. Exposing students to higher levels of reasoning
C. Reinforcing obedience to school rules
D. Teaching personal domain decisions
B. Exposing students to higher levels of reasoning
55
A student becomes more reflective about fairness after participating in a project on global human rights violations.
This outcome demonstrates the benefit of:
A. Learning about problems faced by others
B. Following conventional standards
C. Avoiding controversial topics
D. Making decisions based only on personal preference
A. Learning about problems faced by others
56
A teacher creates classroom routines where students respectfully challenge each other’s moral viewpoints. Over time, students begin using more advanced moral arguments.
This illustrates:
A. Moral reasoning develops without social interaction
B. Dialogue with diverse perspectives strengthens moral sophistication
C. Students naturally progress to higher stages without guidance
D. Moral reasoning is separate from education
B. Dialogue with diverse perspectives strengthens moral sophistication
57
A school’s curriculum includes a unit where students design solutions for community problems, such as homelessness or discrimination, with the goal of inspiring civic action.
This aligns with which educational purpose of moral reasoning?
A. Encouraging competition
B. Inspiring action for social change
C. Eliminating personal domain choices
D. Teaching students to avoid responsibility
B. Inspiring action for social change
58
A student who rarely thought about moral issues becomes more thoughtful and reflective after regularly participating in class discussions about ethical dilemmas.
This improvement most likely resulted from:
A. Exposure to higher levels of reasoning through dialogue
B. Memorizing rules from textbook chapters
C. Avoiding conversations that involve disagreement
D. Focusing only on social conventions
A. Exposure to higher levels of reasoning through dialogue
59
A teenager volunteers at a community garden because it will look good on university applications. This behaviour is best classified as:
A. Altruism
B. Prosocial behaviour
C. Extreme altruism
D. Empathic distress
B. Prosocial behaviour
60
A firefighter rushes into a burning building to save a stranger, despite knowing there is a high chance of being injured. This is an example of:
A. Prosocial behaviour with personal gain
B. Altruism
C. Extreme altruism
D. Learned helping
C. Extreme altruism
61
A 2-year-old toddler sees another child crying and walks over to pat their back. According to the developmental timeline, this behaviour best aligns with:
A. Preschool years
B. Elementary years
C. Adolescence
D. Around 18 months
D. Around 18 months
62
A preschooler shares their snack with a friend because they understand the friend is hungry. This reflects which developmental change?
A. Increased strategic helping
B. Gradual understanding of others' needs
C. Emergence of self-benefitting prosocial strategies
D. Extreme altruism
B. Gradual understanding of others' needs
63
An 8-year-old decides to help clean up the classroom because they know it makes the teacher’s job easier and because they expect praise later. This reflects:
A. Pure altruism
B. Preschool-level altruism
C. Prosocial behaviour involving both intentions and strategies
D. Lack of moral understanding
C. Prosocial behaviour involving both intentions and strategies
64
A child donates their toy to a charity because they feel empathy for children who have fewer resources, even though they loved the toy. This behaviour is best described as:
A. Prosocial behaviour motivated by external rewards
B. Altruism driven by empathic concern
C. Strategic helping
D. Norm-based compliance
B. Altruism driven by empathic concern
65
A 6-year-old sees her friend trip and immediately winces and tears up because she feels the friend’s pain. She then runs over to help. This response best reflects:
A. Perspective-taking
B. Cognitive empathy
C. Affective empathy
D. Moral reasoning
C. Affective empathy
66
A child watches another student struggle to reach a book on a high shelf. The child imagines how frustrating that would feel and then offers to help. This behaviour is driven by:
A. Reward-seeking prosocial behaviour
B. Perspective-taking
C. Affective empathy
D. Punishment-avoidance
B. Perspective-taking
67
A 10-year-old decides not to cheat on a test because it “wouldn’t be fair to other students” and “everyone deserves an equal chance,” even though no adult is watching. This is an example of:
A. Moral reasoning based on principles
B. Behaviour motivated by fear of punishment
C. Prosocial behaviour based on self-interest
D. Affective empathy
A. Moral reasoning based on principles
68
A child helps clean up a spilled drink in class because they imagine how embarrassed the classmate must feel and they personally feel sad for them. This action reflects:
A. Cognitive empathy only
B. Affective empathy only
C. Both cognitive and affective empathy
D. Moral reasoning based on rules
C. Both cognitive and affective empathy
69
A child sees another kid drop all their crayons. The child thinks, “That’s my friend; I should help them.” According to situational influences, which factor is motivating the help?
A. Feeling competent
B. Feeling responsible
C. Being in a neutral mood
D. Low cost of helping
B. Feeling responsible
70
A toddler notices their baby sibling crying but doesn’t try to comfort them because they don’t know what to do. Which situational factor is missing?
A. Good mood
B. Sense of responsibility
C. Cost of helping
D. Feeling competent
D. Feeling competent
71
A 7-year-old sees an elderly neighbour drop a newspaper. They want to help, but the newspaper fell in a muddy ditch and the child doesn’t want to get dirty. Which factor reduces helping?
A. Feeling responsible
B. High mood
C. High cost of helping
D. Low competence
C. High cost of helping
72
A preschooler cheerfully skipping on the playground sees another child trip and quickly runs over to help them up. What situational factor likely contributed?
A. Good mood
B. High competence
C. Responsibility
D. Low cost
A. Good mood
73
Maya becomes easily overwhelmed when she sees a classmate crying. Instead of helping, she freezes and walks away. Which biological factor best explains her reduced prosocial behaviour?
A. Low sense of responsibility
B. Poor emotion regulation
C. Low empathy due to environment
D. Lack of social learning
B. Poor emotion regulation
74
Two siblings, one identical twin and one fraternal twin to their older sister, are compared for prosocial behaviours. Which pattern would support biological influences?
A. Both twins behave identically to each other
B. The identical twin acts more like the sister than the fraternal twin does
C. The fraternal twin behaves more like the sister than the identical twin
D. All three children show unrelated behaviours
B. The identical twin acts more like the sister than the fraternal twin does
75
A researcher finds that children with a specific gene variant linked to oxytocin tend to show more comforting behaviours toward peers. This finding supports the idea that oxytocin influences prosocial behaviour by:
A. Increasing reward-seeking behaviour
B. Enhancing nurturance and empathy
C. Improving language development
D. Reducing emotional sensitivity
B. Enhancing nurturance and empathy
76
Liam wants to help a friend who fell, but he becomes panicked and overwhelmed and starts crying instead. What is the most likely explanation for Liam’s reaction from a biological perspective?
A. Low motivation to help others
B. Genetic preference for solitary activities
C. Poor emotion regulation linked to temperament
D. Lack of exposure to moral reasoning
C. Poor emotion regulation linked to temperament
77
During cleanup time, Ms. Lopez praises a child by saying, “When you helped Ava pick up the blocks, it made her feel better because she was overwhelmed.” What parenting practice does this reflect?
A. Setting clear rules
B. Providing feedback about the impact of helping
C. Giving rewards for good behaviour
D. Modeling prosocial behaviour
B. Providing feedback about the impact of helping
78
A father regularly brings his child along when delivering meals to neighbours who need support. Over time, the child begins offering help spontaneously at school. What is the BEST explanation?
A. The child is motivated by grades
B. Opportunities to help strengthened long-term helping patterns
C. The father set strict behavioural rules
D. The child learned to avoid responsibility
B. Opportunities to help strengthened long-term helping patterns
79
A parent consistently comforts others, donates items, and speaks kindly to strangers. Their child begins showing similar behaviours. Which mechanism of socializing prosocial behaviour is at work?
A. Modeling prosocial behaviour
B. Emotion regulation training
C. Helping due to guilt
D. Social comparison
A. Modeling prosocial behaviour
80
A teacher wants her students to help more in class. She makes sure they feel safe and valued and listens to their concerns with patience and warmth. Which parenting/teaching practice does this correspond to?
A. Providing opportunities to help
B. Being warm and supportive
C. Giving material rewards
D. Setting punishment-based rules
B. Being warm and supportive
81
A mother encourages her child to help set the table each night and explains why it matters for the family. After a few weeks, the child begins helping without being asked. What BEST explains the child’s behaviour?
A. Helping is now tied to external rewards
B. Frequent opportunities to help increased sensitivity to others' needs
C. The child is avoiding getting in trouble
D. The child’s temperament changed suddenly
B. Frequent opportunities to help increased sensitivity to others' needs
82
During playtime, Jonah shoves another child so he can grab the only firetruck. What type of aggression is this?
A. Hostile aggression
B. Reactive aggression
C. Instrumental aggression
D. Relational aggression
C. Instrumental aggression
83
A girl spreads a rumour that her classmate “has no friends” so others will stop inviting her to play. What type of aggression is she showing?
A. Reactive
B. Hostile
C. Instrumental
D. Relational
D. Relational
84
A child bumps into Liam by accident, and Liam immediately shoves him back angrily. What type of aggression is this?
A. Hostile
B. Reactive
C. Instrumental
D. Relational
B. Reactive
85
A boy regularly corners a younger student at recess and mocks him to feel powerful, even though he gains nothing material. What type of aggression is he displaying?
A. Hostile aggression
B. Reactive aggression
C. Relational aggression
D. Instrumental aggression
A. Hostile aggression
86
Mateo becomes easily frustrated and has difficulty calming down when upset. His parents notice he lashes out at peers more often than other children. Which root of aggression best explains his behaviour?
A. Poor parental monitoring
B. Temperament-based biological risk
C. Exposure to sibling conflict
D. Lack of opportunities to practice self-regulation
B. Temperament-based biological risk
87
A child’s parents often use threats and physical punishment when enforcing rules. Over time, the child begins to solve conflicts by hitting peers. Which factor most directly explains this development?
A. Neurotransmitter deficits
B. Modeling from controlling/coercive parenting
C. Hormonal influences
D. Neglect
B. Modeling from controlling/coercive parenting
88
Lila’s parents rarely ask where she is, who she’s with, or what she’s doing after school. She spends time with older kids who often get into trouble, and she has become increasingly aggressive. Which root is most relevant?
A. Lack of parental monitoring
B. Neurobiological abnormalities
C. High parental warmth
D. Neglect of emotional needs only
A. Lack of parental monitoring
89
A boy frequently witnesses intense arguments and verbal aggression between his caregivers. He begins imitating similar behaviours toward classmates. What is the most likely explanation?
A. Hormonal imbalance
B. Neurotransmitter dysfunction
C. Influence of conflict in the home
D. Temperament
C. Influence of conflict in the home
90
Whenever 6-year-old Arlo throws a tantrum or hits his sibling, his father responds by yelling and threatening punishment. Arlo temporarily stops, but within days his aggressive behaviours become even more frequent and intense. Which concept best explains this pattern?
A. Social referencing
B. Coercive cycle
C. Delayed reinforcement
D. Inconsistent attachment
B. Coercive cycle
91
A teacher notices that several Indigenous children in her class display elevated aggression levels. She learns that many come from families experiencing intergenerational trauma related to residential schools. Which explanation best fits this pattern?
A. Social learning from media models
B. Genetic predisposition toward aggression
C. Cultural legacy of colonialism impacting family contexts
D. Lack of cognitive skills for problem-solving
C. Cultural legacy of colonialism impacting family contexts
92
Tanya frequently watches a popular animated show in which the main characters solve problems through fighting and verbal insults. Over time, her behaviour at school becomes more aggressive. Which factor is most relevant?
A. Poor attachment to caregivers
B. Media exposure to aggressive models
C. Inconsistent moral reasoning
D. Lack of prosocial opportunities
B. Media exposure to aggressive models
93
A 12-year-old who struggles academically begins skipping school and spending time with a group of aggressive peers. Over the next months, his involvement in fights increases. Which factor is most directly contributing?
A. School failure combined with aggressive peer influence
B. Hormonal changes during early adolescence
C. Low levels of empathy
D. Excessive parental monitoring
A. School failure combined with aggressive peer influence
94
A child grows up in a neighbourhood with high poverty and frequent community violence. She begins to view aggression as a normal and expected way of responding to conflict. Which concept explains this outcome?
A. Secure internal working model
B. Sociocultural normalization of aggression
C. Overregulation of emotional expression
D. Instrumental aggression
B. Sociocultural normalization of aggression
95
Social-Information-Processing
When Maya bumps into Leo in the hallway by accident, Leo immediately assumes she did it on purpose and shoves her. Which concept best explains Leo’s reaction?
A. Poor emotion regulation
B. Social-information-processing bias
C. Instrumental aggression
D. Secure internal working model
B. Social-information-processing bias
96
A child with a difficult temperament begins school with poor emotion regulation. He falls behind academically, becomes frustrated, is rejected by peers, and eventually joins a group of aggressive kids. Which idea does this sequence illustrate?
A. Reciprocal socialization
B. Cascading risk model
C. Reinforcement theory
D. Moral disengagement
B. Cascading risk model
97
After months of being teased online, Zara begins avoiding school and reports feeling “worthless” and anxious. Which outcome is most consistent with research on victimization?
A. Increased instrumental aggression
B. Higher empathy and prosocial behaviour
C. Loneliness, anxiety, and low self-esteem
D. Improved academic motivation
C. Loneliness, anxiety, and low self-esteem
98
Evan is frequently targeted by classmates. He tries to avoid confrontation, rarely speaks up, and stands apart from other children during recess. Which characteristic best explains why he is vulnerable?
A. Strong leadership tendencies
B. Withdrawn/submissive behaviour
C. High academic achievement
D. Overcontrolled emotional expression
B. Withdrawn/submissive behaviour
99
A teacher is surprised to learn that both Mia, who often starts fights, and Noah, who is very quiet and anxious, have been bullied by older students. Which research finding does this reflect?
A. Only children with low empathy are victimized
B. Children who show extreme prosocial behaviour are victimized
C. Both aggressive and withdrawn children are at higher risk
D. Victimization is unrelated to personality
C. Both aggressive and withdrawn children are at higher risk
100
Talia posts emotional updates online about feeling lonely and insecure. Over time, peers begin anonymously mocking her posts. Which factor likely increased her risk of cybervictimization?
A. Strong peer popularity
B. High self-esteem and confidence
C. Publicly visible vulnerability
D. Advanced technical skills
C. Publicly visible vulnerability
101
A shy student who has been repeatedly bullied begins working with the school counsellor to practice speaking up, making eye contact, and calmly stating boundaries. Which strategy is being used?
A. Improving academic motivation
B. Teaching assertiveness skills
C. Encouraging instrumental aggression
D. Reducing cognitive load
B. Teaching assertiveness skills
102
After being targeted by peers, Jordan joins a leadership club where he experiences success, makes friends, and feels more capable. Which protective strategy does this represent?
A. Avoidance of peer groups
B. Building confidence and self-esteem
C. Increasing exposure to conflict
D. Reinforcing submissive behaviour
B. Building confidence and self-esteem
103
A school implements a program involving cooperative learning, anti-bullying pledges, peer mentorship, and strong teacher–student relationships. Bullying rates drop significantly. Which principle does this reflect?
A. Individual interventions are most effective
B. Punitive discipline reduces bullying long-term
C. Creating a positive school community prevents bullying
D. Cyberbullying cannot be reduced through school programs
C. Creating a positive school community prevents bullying
Child Development
flashcards
Decks in class (10)
# Cards
