Perspectives on Development (Piaget formal-operational, Erikson identity-vs-role confusion) — Practice

Q1. Who was one of the first psychologists to systematically describe children's physical, social and emotional behaviour through a quantitative study of human development?

• A. John Bowlby
• B. Arnold Gesell
• C. Lev Vygotsky
• D. Urie Bronfenbrenner

Q2. According to Gesell's maturational viewpoint, all children go through the same stages of development based on

• A. the culture and language they grow up in
• B. the maturation of their brain and body
• C. the quality of attachment with the mother
• D. the size of the school they attend

Q3. On the maturational viewpoint, children were considered not fit for reading until they had a mental age of about

• A. 3 and a half years
• B. 5 years
• C. 6 and a half years
• D. 11 years

Q4. Attachment theory was first formulated by which British psychiatrist and later elaborated by which American developmental psychologist?

• A. Arnold Gesell; Mary Ainsworth
• B. John Bowlby; Mary Ainsworth
• C. Jean Piaget; Lev Vygotsky
• D. Urie Bronfenbrenner; Paul Baltes

Q5. According to attachment theory, for most of us the first attachment we form, around 6 to 7 months of age, is to

• A. a peer
• B. a parent
• C. a teacher
• D. a stranger

Q6. Mary Ainsworth's 'Strange Situation' procedure for measuring the quality of an attachment consists of how many episodes?

• A. Four
• B. Six
• C. Eight
• D. Twelve

Q7. Which developmental outcome is associated with SECURE attachment in children?

• A. Frequent conflict between parents and adolescents
• B. Difficulty with emotional closeness
• C. Better school adjustment and more positive perception of self
• D. Self-injury and conduct disorders

Q8. Paul Baltes' Selective Optimization with Compensation (SOC) model depicts an interaction between which three processes?

• A. Sensation, perception and memory
• B. Selection, compensation and optimization
• C. Assimilation, accommodation and adaptation
• D. Encoding, storage and retrieval

Q9. Which of the following is a key feature of the life-span perspective?

• A. Development ends with adolescence
• B. Childhood is the main period of development
• C. Development is a life-long process; no age period dominates
• D. Only physical changes count as development

Q10. In the 1970s, the ecological viewpoint explaining how all aspects of the environment affect the child was developed by

• A. Arnold Gesell
• B. Urie Bronfenbrenner
• C. Paul Baltes
• D. John Bowlby

Q11. In Bronfenbrenner's bioecological model, the primary microsystem for a child is

• A. the family
• B. the government and social policy
• C. historical events and the culture's ideology
• D. the linkages between school and family

Q12. Bronfenbrenner used the term 'chronosystem' to capture the idea that

• A. the child is influenced only by genes
• B. changes in people and their environment occur in a time frame
• C. the school is the most important system
• D. culture has no role in development

Q13. The Piagetian stage of '11 years and beyond', in which adolescents think about abstract and theoretical concepts and use logic to find creative solutions, is called the

• A. Sensorimotor stage
• B. Preoperational stage
• C. Concrete operational stage
• D. Formal operational stage

Q14. The Information-Processing approach is also known as the Neo-Piagetian approach because it

• A. completely rejects Piaget's stages
• B. is built from Piagetian research and treats growth as a continuous process
• C. studies attachment patterns of adolescents
• D. explains development only through brain imaging

Q15. According to Lev Vygotsky, the propounder of the socio-cultural perspective, a child's thinking

• A. develops in a vacuum, independent of culture
• B. is shaped only by brain maturation
• C. is influenced by the socio-cultural context in which the child grows up
• D. is fixed at birth by genetic inheritance