EXAM 2

Question 1

CAS 490T Study Guide II (Chapter 7-11)

Answer 1

Format: 35 Multiple-Choice Questions (2 points each) and 3 Essay Questions (10 points each)

Question 2

Chapter 7 Conscience and Competence

Answer 2

What qualities do most of the parents want for their child?

Question 3

Moral emotions and conscience

Question 4

Yale University Infant Lab’s study on infant morality

Question 5

Kohlberg’s theory on moral development and Carol Gillian’s view on women’s moral development

Question 6

Definition of empathy, temperament and empathy, and the level of empathy

Question 7

Martin Hoffman’s theory on moral development

Question 8

The timetable on empathy development

Question 9

Theory of mind and empathy

Question 10

How parents teach children to be empathetic and children’s development of shame and guilt

Question 11

Fear and empathy; effortful control and empathy

Question 12

Kochanska’s study on the development of conscience, temperament, and social development

Question 13

How might fear come to support conscience?

Question 14

Development of competence and motivation, different motivations, and effectance and mastery motivation

Question 15

Children’s selection and engagement in activity and persistence

Question 16

Fear and mastery motivation, and fear and ego-related anxiety

Question 17

Effortful control and self-regulation

Question 18

Locus of control

Question 19

Chapter 8 Stability and Change from Child to Adult

Answer 19

Mark Twain’s view on temperament

Question 20

Mary Rothbart’s view on temperament and personality

Question 21

Is temperament stable?

Question 22

Temperamental stability and change

Question 23

Stability from infancy

Question 24

Highly stable aspects of temperament

Question 25

Changes in early childhood

Question 26

Stability from middle childhood, and stability and change in adolescence and adult

Question 27

Changes in adolescence

Question 28

Achieving maturity

Question 29

Chapter 9 Problems and Intervention in Development

Answer 29

How do problems in adjustment develop in young children? Who is responsible for that?

Question 30

Attachment theory and temperament theory

Question 31

Temperament and parenting

Question 32

Adaptation and adjustment in infancy, sleep problems, and intervention

Question 33

Still-face experiment

Question 34

Parent-child interaction, interventions for problems in parent-infant interaction, and child-direct interactions

Question 35

Emotional and social regulation in childhood

Question 36

Reactivity and regulation in older children and adults

Question 37

Externalizing and internalizing patterns

Question 38

Interventions and preventions

Question 39

Beyond temperament

Question 40

Chapter 10 Temperament, Environment, and Psychopathology

Answer 40

Temperament, personality, and psychopathology

Question 41

Direct relations between temperament and problem development: Negative emotionality, fear and anger, surgency, affiliativeness and the development of problems, and agency, communication, and the personality disorder

Question 42

Effortful control and problem development

Question 43

Rothbart and colleagues’ view on temperament and parenting interaction in development of behavior problems: externalizing and internalizing problems

Question 44

How might children’s temperament affect adult-child interaction?

Question 45

Thomas and Chess’s view on temperament and parenting interaction in development of behavior problems

Question 46

Effortful control and parenting and resiliency

Question 47

Can there be too much self-regulations?

Question 48

Affiliativeness, parenting, and problem as well as gender influences

Question 49

Attention and psychopathology

Question 50

Chapter 11 Some Final Thoughts

Answer 50

Dimensions of temperament

Question 51

Temperament and experiences

Question 52

The cognitive level of personality

Question 53

The development of temperament

Question 54

Temperament, adaptation, and change

Question 55

Temperament and disciplines

Question 56

Issues for the future and the value of temperament diversity