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Developmental Psychology Preliminary Exam > Infancy > Flashcards

Infancy Flashcards

Covers all Infancy of OLFU prelims

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1
Q

Regulates growth from birth through adolescence; triggers adolescent growth spurt

A. Growth Hormones
B. Activating Hormones
C. Thyroxine

A

A. Growth Hormones

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2
Q

Signal other endocrine glands (such as ovaries and testes) to secrete their hormones.

A. Growth Hormones
B. Activating Hormones
C. Thyroxine

A

B. Activating Hormones

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3
Q

Affects growth and development of the brain and helps regulate growth of the body during childhood

A. Growth Hormones
B. Activating Hormones
C. Thyroxine

A

C. Thyroxine

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4
Q

Are responsible for development of the male reproductive system during the prenatal period; directs male sexual development during adolescence.

A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens

A

A. Testosterone

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5
Q

Are responsible for regulating the menstrual cycle; Androgen directs female sexual development during adolescence

A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens

A

B. Estrogen and Progesterone

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6
Q

Play supportive role in the development of muscles and bones; contributes to sexual motivation

A. Testosterone
B. Estrogen and Progesterone
C. Adrenal Androgens

A

C. Adrenal Androgens

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7
Q

The sequence in which the earliest growth always occurs at the top with the physical growth and differentiation of features gradually working their way down from top to bottom.

A. Cephalocaudal Pattern
B. Proximodistal Pattern

A

A. Cephalocaudal Pattern

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8
Q

The sequence in which growth starts at the center of the body and moves toward the extremities.

A. Cephalocaudal Pattern
B. Proximodistal Pattern

A

B. Proximodistal Pattern

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9
Q

involved in voluntary movement, thinking, personality, and intentionality on purpose.

A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes

A

A. Frontal Lobes

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10
Q

The visual processing area of the brain.

A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes

A

B. Occipital Lobes

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11
Q

Have an active role in hearing, language processing and memory.

A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes

A

C. Temporal Lobes

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12
Q

Play an important role in registering spatial location, attention, and motor control.

A. Frontal Lobes
B. Occipital Lobes
C. Temporal Lobes
D. Parietal Lobes

A

D. Parietal Lobes

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13
Q

A nerve cell that handles information processing.

A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters

A

A. Neuron

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14
Q

A layer fat cells, encases many axons.

A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters

A

B. Myelin Sheath

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15
Q

Provides energy to neurons and in communication.

A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters

A

C. Myelination

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16
Q

The body’s chemical messengers.

A. Neuron
B. Myelin Sheath
C. Myelination
D. Neurotransmitters

A

D. Neurotransmitters

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17
Q

Tiny gaps between neurons’ fibers.

A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome

A

A. Synapses

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18
Q

Restores, replenishes, and rebuilds our brain and body.

A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome

A

B. Sleep

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19
Q

Approximately requires 18 hours a day of sleep.

A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome

A

C. Infant Sleep

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20
Q

The eyes flutter beneath closed lids, in non-REM sleep, this type of eye movement does not occur, and sleep is quieter.

A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome

A

D. REM Sleep

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21
Q

A condition that occurs when infants stop breathing, usually the night and die suddenly without any apparent reason.

A. Synapses
B. Sleep
C. Infant Sleep
D. REM Sleep
E. Sudden Infant Death Syndrome

A

E. Sudden Infant Death Syndrome

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22
Q

Caused by a severe protein calorie deficiency and results in a wasting away of body tissues in the infant’s first year.

A. Marasmus
B. Maximus
C. Marullus

A

A. Marasmus

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23
Q

Where infants assemble motor skills for perceiving and acting.

A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex

A

A. Dynamic Systems Theory

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24
Q

Are involuntary motor responses that are present at birth and facilitate the survival of the newborn.

A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex

A

B. Survival Reflex

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25
Q

Are not clearly useful; many are believed to be remnants of evolutionary history that have outlived their purpose.

A. Dynamic Systems Theory
B. Survival Reflex
C. Primitive Reflex

A

C. Primitive Reflex

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26
Q

This reflex happens when you firmly stoke the sole of the baby’s foot. The baby’s big toe moves upward or toward the top of the foot and the other toe fans out.

A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex

A

A. Babinski reflex

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27
Q

Also called as the startle reflex, usually occurs when a baby gets startled by a loud sound, sudden movement or intense light. As a response to the trigger, the baby suddenly lifts the arms and legs, curl them back toward the body and then throw the head back. Your baby’s own cry may also startle him/her and trigger this reflex.

A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex

A

B. Moro reflex

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28
Q

This reflex occurs when the infant’s cheek is stroked, or the side of the mouth is touched. When triggered, you will notice that the baby will turn his/her head and open his/her mouth to follow in the direction of the stroking. this helps the baby find the breast or bottle and also helps prepare him/her to suck.

A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex

A

C. Rooting reflex

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29
Q

This reflex occurs after the rooting reflex, when the roof of your baby’s mouth is stimulated.

A. Babinski reflex
B. Moro reflex
C. Rooting reflex
D. Sucking reflex

A

D. Sucking reflex

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30
Q

Pertain to skills involving large muscle movements, such as independent sitting, crawling, walking, or running.

A. Gross Motor Skill
B. Fine Motor Skill

A

A. Gross Motor Skill

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31
Q

Involve use of smaller muscles, such as grasping, object manipulation, or drawing.

A. Gross Motor Skill
B. Fine Motor Skill

A

B. Fine Motor Skill

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32
Q

By 2 months of age, babies can sit while supported on a lap or an infant seat, but they cannot seat independently until they are 6 or 7 months of age.

A. Development of Posture
B. Handedness
C. Learning to Walk

A

A. Development of Posture

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33
Q

The early preference for one hand becomes stronger and more consistent during the toddler.

A. Development of Posture
B. Handedness
C. Learning to Walk

A

B. Handedness

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34
Q

Most babies take their first steps sometime between 9 and 12 months and are walking well by the time they’re 14 or 15 months old. Some perfectly normal children don’t walk until they’re 16 or 17 months old.

A. Development of Posture
B. Handedness
C. Learning to Walk

A

C. Learning to Walk

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35
Q

A baby learns to walk easily in this year.

A. Learning to Walk
B. First Year
C. Second Year

A

B. First Year

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36
Q

The motor accomplishments of the first year bring increasing independence, allowing infants to explore their environment more extensively and to initiate interaction with others more readily.

A. Learning to Walk
B. First Year
C. Second Year

A

C. Second Year

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37
Q

Infants grasp small objects with their thumb and forefinger.

A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling

A

A. Pincer Grip

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38
Q

Infants grip with the whole hand.

A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling

A

B. Palmar Grasp

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39
Q

it is necessary for the infant to coordinate grasping.

A. Pincer Grip
B. Palmar Grasp
C. Perceptual Motor Coupling

A

C. Perceptual Motor Coupling

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40
Q

Occurs when information interacts with sensory receptors, the eyes, ears, tongue, nostrils, and skin.

A. Sensations
B. Perception
C. Ecological View
D. Affordances

A

A. Sensations

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41
Q

It is the interpretation of what is sensed.

A. Sensations
B. Perception
C. Ecological View
D. Affordances

A

B. Perception

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42
Q

Directly perceive information that exists in the world around us. It connects perceptual capabilities to information available in the world of the perceiver.

A. Sensations
B. Perception
C. Ecological View
D. Affordances

A

C. Ecological View

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43
Q

Which are opportunities for interaction offered by objects that fit within our capabilities to perform activities.

A. Sensations
B. Perception
C. Ecological View
D. Affordances

A

D. Affordances

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44
Q

Method used to determine whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli.

A. Visual Preference Method
B. Habituation
C. Dishabituation

A

A. Visual Preference Method

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45
Q

It is the decreased responsiveness to a stimulus after repeated presentations of the stimulus.

A. Visual Preference Method
B. Habituation
C. Dishabituation

A

B. Habituation

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46
Q

Recovery of a habituated response after a change in stimulation

A. Visual Preference Method
B. Habituation
C. Dishabituation

A

C. Dishabituation

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47
Q

By 8 weeks and possibly as early as 4 weeks, infants can discriminate something colors. By 4 months of age, they have color preferences that mirror adults in some cases preferring saturated colors such as royal blue over pale blue.

A Color Vision
B. Size Constancy
C. Shape Constancy

A

A Color Vision

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48
Q

The recognition that an object remains the same even though the retinal image of the object changes as you move toward or away from the object.

A Color Vision
B. Size Constancy
C. Shape Constancy

A

B. Size Constancy

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49
Q

The recognition that an object remains the same shape even though its orientation to us change.

A Color Vision
B. Size Constancy
C. Shape Constancy

A

C. Shape Constancy

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50
Q

During the last two months of pregnancy, as the fetus nestles in its mother’s womb, it can hear sounds such as the mothers voice, music, etc.

A. Hearing
B. Loudness
C. Pitch

A

A. Hearing

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51
Q

Immediately after birth, infants cannot hear soft sounds quiet as well as adults can.

A. Hearing
B. Loudness
C. Pitch

A

B. Loudness

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52
Q

Infants are also sensitive to the pitch of a sound than adults are.

A. Hearing
B. Loudness
C. Pitch

A

C. Pitch

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53
Q

Newborns can determine the general location from which a sound is coming, but by 6 months of age, they are more proficient at localizing sounds or detecting their origins.

A. Localization
B. Smell
C. Taste

A

A. Localization

54
Q

Newborns can differentiate odors.

A. Localization
B. Smell
C. Taste

A

B. Smell

55
Q

Sensitivity to taste is present even before birth.

A. Localization
B. Smell
C. Taste

A

C. Taste

56
Q

these are actions or mental presentations that organize knowledge.

A. Schemes
B. Assimilation
C. Accommodation

A

A. Schemes

57
Q

Occurs when children use their existing schemes to deal with new information or experiences.

A. Schemes
B. Assimilation
C. Accommodation

A

B. Assimilation

58
Q

Occurs when children adjust their schemes to take new information and experiences into account.

A. Schemes
B. Assimilation
C. Accommodation

A

C. Accomodation

59
Q

The grouping of isolated behaviors and thoughts into a higher-order system.

A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error

A

A. Organization

60
Q

mechanism by which children shift from one stage of thought to the next.

A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error

A

B. Equilibration

61
Q

Is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error

A

C. Object Permanence

62
Q

The focusing of mental resources on selecting information improves cognitive processing on many tasks.

A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error

A

D. Attention

63
Q

Error that occurs when infants make the mistake of selecting the familiar hiding place rather than the new hiding place.

A. Organization
B. Equilibration
C. Object Permanence
D. Attention
E. A-not-B Error

A

E. A-not-B Error

64
Q

The first sensorimotor substage, corresponds to the first month after birth

A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction

A

A. Simple Reflexes

65
Q

the second sensorimotor substage, which develops between 1 and 4 months of age.

A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction

A

B. First Habits and Primary Circular Reaction

66
Q

A scheme based on the attempt to reproduce an event that initially occurred by chance.

A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction

A

C. Primary Circular Reaction

67
Q

The third sensorimotor substage, which develops between 4 and 8 months of age.

A. Simple Reflexes
B. First Habits and Primary Circular Reaction
C. Primary Circular Reaction
D. Secondary Circular Reaction

A

D. Secondary Circular Reaction

68
Q

Piaget’s fourth sensorimotor substage, which develops between 8 and 12 months of age.

A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes

A

A. Coordination of Secondary Circular Reactions

69
Q

Piaget’s fifth sensorimotor substage, which develops between 12 to 18 months of age.

A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes

A

B. Tertiary Circular Reactions, Novelty and Curiosity

70
Q

Piaget’s sixth and final sensorimotor substage, which develops between 18 and 24 months of age.

A. Coordination of Secondary Circular Reactions
B. Tertiary Circular Reactions, Novelty and Curiosity
C. Internalization of Schemes

A

C. Internalization of Schemes

71
Q

Decreased responsiveness to a stimulus after repeated presentations of stimulus.

A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts

A

A. Habituation

72
Q

The increase in responsiveness after a change of stimulation.

A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts

A

B. Dishabituation

73
Q

Two or more individuals focus on the same object or event.

A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts

A

C. Joint Attention

74
Q

Are cognitive groupings of similar objects, events, people, or ideas.

A. Habituation
B. Dishabituation
C. Joint Attention
D. Concepts

A

D. Concepts

75
Q

refers to a memory without conscious recollection.

A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation

A

A. Implicit Memory

76
Q

Refers to unconscious remembering of facts and experiences.

A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation

A

B. Explicit Memory

77
Q

Occurs after a time delay of hours or days.

A. Implicit Memory
B. Explicit Memory
C. Deferred Imitation

A

C. Deferred Imitation

78
Q

Combines sub scores in these categories to provide an overall score. Combines sub scores in motor, language, adaptive, and personal-social domains in the Gesell assessment of infants.

A. Developmental Quotient
B. Bayley Scales of Infant Development

A

A. Developmental Quotient

79
Q

Were developed by Nancy Bayley to assess infant behavior and predict later development.
Bayley III five scales of infant development

A. Developmental Quotient
B. Bayley Scales of Infant Development

A

B. Bayley Scales of Infant Development

80
Q

The ability to produce an endless number of meaningful sentences using a finite set of words and rules.

A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme

A

A. Infinite Generativity

81
Q

The sound system of the language, including the sounds that are used and how they may be combined.

A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme

A

B. Phonology

82
Q

Refers to the units of meaning involved in word formation.

A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme

A

C. Morphology

83
Q

A minimal unit of meaning; it is a word or a part of a word that cannot be broken into smaller meaningful parts.

A. Infinite Generativity
B. Phonology
C. Morphology
D. Morpheme

A

D. Morpheme

84
Q

Involves the way words are combined to form acceptable phrases and sentences.

A. Syntax
B. Semantics
C. Pragmatics

A

A. Syntax

85
Q

Refers to the meaning of words and sentences

A. Syntax
B. Semantics
C. Pragmatics

A

B. Semantics

86
Q

The appropriate use of language in different contexts.

A. Syntax
B. Semantics
C. Pragmatics

A

C. Pragmatics

87
Q

babies do this even at birth. This can signal distress.

A. Crying
B. Cooing
C. Babbling

A

A. Crying

88
Q

babies first do this at about 2 to 4 months. These are gurgling sounds that are made in the back of the throat and usually express pleasure during interaction with the caregiver.

A. Crying
B. Cooing
C. Babbling

A

B. Cooing

89
Q

They produce strings of consonant vowel combinations such as “ba ba ba ba”, this usually occurs in the middle of first year.

A. Crying
B. Cooing
C. Babbling

A

C. Babbling

90
Q

Infants start using this at about 7 to 15 months of age with a mean age of approximately 11 to 12 months by showing and pointing.

A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech

A

A. Gestures

91
Q

infants understand their first words earlier than they speak them.

A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech

A

B. First Words

92
Q

By the time children are 18 to 24 months of age, they usually speak in like “see, doggie” or “book, there”.

A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech

A

C. Two-word utterances

93
Q

The use of short and precise words without grammatical markers such as articles, auxiliary and other connectives.

A. Gestures
B. First Words
C. Two-word utterances
D. Telegraphic Speech

A

D. Telegraphic Speech

94
Q

An area in the left frontal lobe of the brain involved producing words.

A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion

A

A. Broca’s area

95
Q

A region of the brains left hemisphere involved in language comprehension.

A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion

A

B. Wernicke’s Area

96
Q

A biological endowment that enables the child to detect certain features and rules of language including phonology, syntax, and semantics.

A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion

A

C. Language Acquisition Device

97
Q

The language spoken with higher pitch, slower tempo, and exaggerated intonation than normal.

A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion

A

D. Child-directed Speech

98
Q

A natural instinctive state of mind deriving from one’s circumstances, mood, or relationships with others.

A. Broca’s area
B. Wernicke’s Area
C. Language Acquisition Device
D. Child-directed Speech
E. Emotion

A

E. Emotion

99
Q

These are present in humans and other animals. It includes surprise, interest, joy, anger, sadness, fear, and disgust.

A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying

A

A. Primary Emotions

100
Q

This require self-awareness.

A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying

A

B. Self-Conscious Emotions

101
Q

First distinct signs of fear that emerge around 6 months of age when infants become wary in the presence of unfamiliar adults.

A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying

A

C. Stranger Wariness

102
Q

The most important mechanism newborns have for communicating with their world.

A. Primary Emotions
B. Self-Conscious Emotions
C. Stranger Wariness
D. Crying

A

D. Crying

103
Q

A rhythmic pattern that usually consists of a cry, followed by a briefer silence, then a shorter whistle that is somewhat higher in pitch than the main cry, then another brief rest before the next cry.

A. Basic Cry
B. Anger Cry
C. Pain Cry

A

A. Basic Cry

104
Q

A variation of the basic cry in which more excess air is forced through the vocal cords.

A. Basic Cry
B. Anger Cry
C. Pain Cry

A

B. Anger Cry

105
Q

A sudden long, initial loud cry followed by breath holding, no preliminary moaning in present.

A. Basic Cry
B. Anger Cry
C. Pain Cry

A

C. Pain Cry

106
Q

A key social signal and a very important aspect of positive social interaction in developing a new social skill.

A. Smiling
B. Reflexive Smile
C. Social Smile

A

A. Smiling

107
Q

A smile that does not occur in response to external stimuli.

A. Smiling
B. Reflexive Smile
C. Social Smile

A

B. Reflexive Smile

108
Q

A smile that occurs in response to an external stimulus.

A. Smiling
B. Reflexive Smile
C. Social Smile

A

C. Social Smile

109
Q

One of a baby’s earliest emotion.

A. Fear
B. Stranger Anxiety
C. Separation Protest

A

A. Fear

110
Q

An infant shows a fear and weariness of strangers.

A. Fear
B. Stranger Anxiety
C. Separation Protest

A

B. Stranger Anxiety

111
Q

Crying when the caregiver leaves.

A. Fear
B. Stranger Anxiety
C. Separation Protest

A

C. Separation Protest

112
Q

Involves individual differences in behavioral styles, emotions, and characteristics ways of responding.

A. Temperament
B. Reactivity
C. Self-Regulation

A

A. Temperament

113
Q

Involves variations in the speed and intensity with which an individual respond to situations with positive or negative emotions.

A. Temperament
B. Reactivity
C. Self-Regulation

A

B. Reactivity

114
Q

Involves variations in the extent or effectiveness of an individual’s ability to control his or her emotions.

A. Temperament
B. Reactivity
C. Self-Regulation

A

C. Self-Regulation

115
Q

Generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences.

A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child

A

A. Easy Child

116
Q

Reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change.

A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child

A

B. Difficult Child

117
Q

Has a low activity level, is somewhat negative and displays a low intensity of mood.

A. Easy Child
B. Difficult Child
C. Slow-to-warm-up child

A

C. Slow-to-warm-up child

118
Q

This includes approach, pleasure, activity, smiling, and laughter.

A. Extraversion
B. Negative Affectively
C. Effortful Control

A

A. Extraversion

119
Q

Includes fear, frustration, sadness, and discomfort.

A. Extraversion
B. Negative Affectively
C. Effortful Control

A

B. Negative Affectively

120
Q

Includes attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low intensity pleasure.

A. Extraversion
B. Negative Affectively
C. Effortful Control

A

C. Effortful Control

121
Q

Attention occurs when the caregiver and infant focus on the same object or event.

A. Joint Attention
B. Social Referencing
C. Attachment

A

A. Joint Attention

122
Q

The term used to describe reading emotional cues in others to help determine how to act in a particular situation.

A. Joint Attention
B. Social Referencing
C. Attachment

A

B. Social Referencing

123
Q

A close emotional bond between two people.

A. Joint Attention
B. Social Referencing
C. Attachment

A

C. Attachment

124
Q

From birth to 2 months. Infants instinctively direct their attachment to human figures.

A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4

A

A. Phase 1

125
Q

from 2 to 7 months. Attachment becomes focused on one figure, usually the primary caregiver.

A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4

A

B. Phase 2

126
Q

From 7 to 24 months. Specific attachments develop.

A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4

A

C. Phase 3

127
Q

From 24 months on. Children become aware of other feelings, goals and plans.

A. Phase 1
B. Phase 2
C. Phase 3
D. Phase 4

A

D. Phase 4

128
Q

An observational measure of infant attachment.

A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies

A

A. Strange situation

129
Q

Uses the caregiver as a secure base from which to explore the environment.

A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies

A

B. Securely Attached babies

130
Q

Show insecurity by avoiding the caregiver.

A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies

A

C. Insecure Avoidant babies

131
Q

Often cling to the caregiver and then resist her by fighting against the closeness.

A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies

A

D. Insecure resistant babies

132
Q

Babies that appear disoriented.

A. Strange situation
B. Securely Attached babies
C. Insecure Avoidant babies
D. Insecure resistant babies
E. Insecure Disorganized babies

A

E. Insecure Disorganized babies

Developmental Psychology Preliminary Exam (14 decks)

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