Question 1

Name and describe the three mental structures involved in the process of moral development according to the psychodynamic view. How do these mental structures explain the development of moral reasoning over the first five years of a child's life?

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Question 2

Discuss the social domain view of moral development. How does this view differ from the cognitive developmental and psychodynamic views of moral development?

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Question 3

What is the influence of culture on emotion regulation? Include in your answer a discussion of the emotional development of children growing up in China and in the United Sates.

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Question 4

Vygotsky argues that play leads to self­regulation. What is the basis for this argument? What empirical evidence supports this view?

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Question 5

Aggressive behaviors in early childhood do not predict aggressive behaviors later in life.

Accepted Answer

While early aggressive behaviors do not necessarily guarantee future aggression, research suggests that children who exhibit aggressive behaviors in early childhood are more likely to continue exhibiting aggressive behaviors into adolescence and adulthood.

Question 6

According to Freud, how does the concept of "internalization" explain children's developing ability to regulate their thoughts, emotions, and behaviors? How does Vygotsky's view of internalization compare to Freud's view?

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Question 7

Describe the two skills involved in gaining socioemotional competence. What is known about children's ability in these areas during the early childhood years?

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Question 8

In what ways does the cognitive­developmental account of sex­role identity development differ from explanations offered by social­learning and psychodynamic theorists?

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Question 9

What emotional control strategies are available to children between two and six years of age?

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Question 10

The ability to understand other children's emotions predicts lower levels of aggressiveness in preschool children.

Accepted Answer

Studies have found that preschool children who are able to understand and empathize with other children's emotions are less likely to exhibit aggressive behavior. This may be because they are better able to regulate their own emotions and communicate their needs effectively without resorting to aggression.

Question 11

Describe the variety of strategies that parents may use as they discuss issues of ethnicity with their children. Discuss evidence linking these approaches to various child outcomes.

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Question 12

What evidence exists to support claims that there is a biological basis for aggressive behavior?

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Question 13

Is spanking an effective form of discipline? Support your answer with research evidence.

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Question 14

Socioemotional competence involves the ability to read others' emotions and control one's own emotions. What is known about children's ability in these areas during the early childhood years?

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Question 15

The phenomenon in which babies cry at the sound of another infant's cries is considered a form of empathy.

Accepted Answer

This is true. Babies have been shown to exhibit this behavior, which is considered an early form of empathy as they are able to recognize and respond to the emotions of others.

Question 16

Differentiate between empathy, sympathy, and personal distress. What consequences does each have for prosocial behavior?

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Question 17

Hoffman's theory regarding the development of empathy relates to Piaget's cognitive stages.

Accepted Answer

Hoffman's theory of empathy development is based on Piaget's cognitive stages, specifically the stages of concrete operational thinking and formal operational thinking.

Question 18

What is the major flaw in the cognitive­developmental view of sex­role identity development? How does the cultural view resolve this concern?

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Question 19

According to Patterson, what is a typical outcome of aggressive behavior among nursery school children? How do these outcomes influence the likelihood of future acts of aggression?

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Question 20

Social development and personality development are two aspects of a single process.

Accepted Answer

Social development and personality development are closely intertwined and influence each other. Social interactions, relationships, and cultural environments shape one's personality, attitudes, and behaviors. Likewise, one's personality traits can influence their social relationships and interactions. Therefore, it can be said that social development and personality development are two aspects of a single process.

Quiz 9: Social and Emotional Development in Early Childhood

Name and describe the three mental structures involved in the process of moral development according to the psychodynamic view. How do these mental structures explain the development of moral reasoning over the first five years of a child's life?

Discuss the social domain view of moral development. How does this view differ from the cognitive developmental and psychodynamic views of moral development?

What is the influence of culture on emotion regulation? Include in your answer a discussion of the emotional development of children growing up in China and in the United Sates.

Vygotsky argues that play leads to selfregulation. What is the basis for this argument? What empirical evidence supports this view?

Aggressive behaviors in early childhood do not predict aggressive behaviors later in life.

According to Freud, how does the concept of "internalization" explain children's developing ability to regulate their thoughts, emotions, and behaviors? How does Vygotsky's view of internalization compare to Freud's view?

Describe the two skills involved in gaining socioemotional competence. What is known about children's ability in these areas during the early childhood years?

In what ways does the cognitivedevelopmental account of sexrole identity development differ from explanations offered by sociallearning and psychodynamic theorists?

What emotional control strategies are available to children between two and six years of age?

The ability to understand other children's emotions predicts lower levels of aggressiveness in preschool children.

Describe the variety of strategies that parents may use as they discuss issues of ethnicity with their children. Discuss evidence linking these approaches to various child outcomes.

What evidence exists to support claims that there is a biological basis for aggressive behavior?

Is spanking an effective form of discipline? Support your answer with research evidence.

Socioemotional competence involves the ability to read others' emotions and control one's own emotions. What is known about children's ability in these areas during the early childhood years?

The phenomenon in which babies cry at the sound of another infant's cries is considered a form of empathy.

Differentiate between empathy, sympathy, and personal distress. What consequences does each have for prosocial behavior?

Hoffman's theory regarding the development of empathy relates to Piaget's cognitive stages.

What is the major flaw in the cognitivedevelopmental view of sexrole identity development? How does the cultural view resolve this concern?

According to Patterson, what is a typical outcome of aggressive behavior among nursery school children? How do these outcomes influence the likelihood of future acts of aggression?

Social development and personality development are two aspects of a single process.

Quiz 9: Social and Emotional Development in Early Childhood

Name and describe the three mental structures involved in the process of moral development according to the psychodynamic view. How do these mental structures explain the development of moral reasoning over the first five years of a child's life?

Discuss the social domain view of moral development. How does this view differ from the cognitive developmental and psychodynamic views of moral development?

What is the influence of culture on emotion regulation? Include in your answer a discussion of the emotional development of children growing up in China and in the United Sates.

Vygotsky argues that play leads to self­regulation. What is the basis for this argument? What empirical evidence supports this view?

Aggressive behaviors in early childhood do not predict aggressive behaviors later in life.

According to Freud, how does the concept of "internalization" explain children's developing ability to regulate their thoughts, emotions, and behaviors? How does Vygotsky's view of internalization compare to Freud's view?

Describe the two skills involved in gaining socioemotional competence. What is known about children's ability in these areas during the early childhood years?

In what ways does the cognitive­developmental account of sex­role identity development differ from explanations offered by social­learning and psychodynamic theorists?

What emotional control strategies are available to children between two and six years of age?

The ability to understand other children's emotions predicts lower levels of aggressiveness in preschool children.

Describe the variety of strategies that parents may use as they discuss issues of ethnicity with their children. Discuss evidence linking these approaches to various child outcomes.

What evidence exists to support claims that there is a biological basis for aggressive behavior?

Is spanking an effective form of discipline? Support your answer with research evidence.

Socioemotional competence involves the ability to read others' emotions and control one's own emotions. What is known about children's ability in these areas during the early childhood years?

The phenomenon in which babies cry at the sound of another infant's cries is considered a form of empathy.

Differentiate between empathy, sympathy, and personal distress. What consequences does each have for prosocial behavior?

Hoffman's theory regarding the development of empathy relates to Piaget's cognitive stages.

What is the major flaw in the cognitive­developmental view of sex­role identity development? How does the cultural view resolve this concern?

According to Patterson, what is a typical outcome of aggressive behavior among nursery school children? How do these outcomes influence the likelihood of future acts of aggression?

Social development and personality development are two aspects of a single process.

Vygotsky argues that play leads to selfregulation. What is the basis for this argument? What empirical evidence supports this view?

In what ways does the cognitivedevelopmental account of sexrole identity development differ from explanations offered by sociallearning and psychodynamic theorists?

What is the major flaw in the cognitivedevelopmental view of sexrole identity development? How does the cultural view resolve this concern?