Chapter 4: Human Development
_____ 1.Drs. Reg and Catherine Hamlin pioneered a surgery to repair fistulas in Ethiopian women. They began this work in 1959. In 1993, Dr. Reg passed away. Dr. Catherine Hamlin continues her late husband’s work. In an interview in 2006, she stated that although great progress had been made, there was more to be done, and she wanted to assure that her work would continue after her death. According to Erikson, the psychosocial stage that Dr. Catherine Hamlin’s attitude represents would be that of generativity versus stagnation.Page: 150, 122
_____ 2.The easy child generally has a positive mood.Page: 124
_____ 3.A child lets her classmate, who is struggling with an assignment, read some of her answers. When asked why she chose to do this, she replied, “Because she’s my friend, I care about her, and she would help me too if I needed it.” In Kohlberg’s theory, this girl would be considered to be in the conventional level of moral reasoning.Page: 130
_____ 4.Freddie regularly steals small office supplies from school. When he is asked why he thinks this is okay, he says, “Because they never notice.” This is an example of a conventional level of moral development. Page: 129
_____ 5.Babies are born with many reflexes intact.Page: 113
_____ 6.Erikson’s stage theory of personality development contains 8 stages.Page: 122
_____ 7.A newborn cannot imitate facial expressions. Page: 114
_____ 8.Your toddler has emerged into Piaget’s preoperational stage of cognitive development.You now expect that she has acquired reversibility.Page: 118
_____ 9.You know a young child who can follow directions to get from home to the store, but needs to be given another set of directions to go back home from the store. If you poured liquid from a short wide glass into a tall thin glass in front of this child, you would expect the child to know that the amount of liquid is the same despite the shape of the glass.Page: 118
_____ 10.You show a young child and a middle child two rows of M&Ms. Each row contains ten M&Ms, but in one row the candies are spread farther apart, making that row look twice as long as the other row. You ask the younger child which row has more M&Ms. She points at the spread-out, longer row, saying, “This one!” You ask her how she knows this; she replies, “Because it’s longer.” You ask the middle child which row has more M&Ms. He responds, “They both have the same—ten.” You ask him how he knows this, and he replies, “Because I counted them.” These responses exemplify intuitive preoperational thinking in the first child, and more logical concrete operational thinking in the middle child.Page: 118-119