Exam 3: Understanding Childrens Behavior

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A) reacting spontaneously to internal feelings or external stimuli.
B) acting out to gain attention.
C) behaving in an inappropriate and nonproductive manner.
D) intentionally trying to annoy caregivers to get what he wants.
E) all of these.

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A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F) Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G) Indications that a child may need professional screening for possible therapeutic intervention
H) Expression of apprehension and fear when in the presence of unfamiliar people
I) The ability to actively communicate through vocal speech, writing, or sign language
J) Self-sufficiency and self-reliance
K) The child’s physical surroundings, daily routines, and patterns of interacting with others
L) Mental picture, idea, perception, or impression
M) Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N) The ability to reflect or evaluate one’s own behavior or actions
O) Affective development as distinct from physical and cognitive development
P) A stimulus is ignored once it becomes usual because of repetition
Q) Expression of apprehension and fear when separated even momentarily from primary caregiver
R) The ability to comprehend spoken, written, or signed language
S) Nonverbal communication expressed through facial expression, tone of voice, body
T) Actions that are unplanned; devoid of forethought
U) The process of recognizing and responding to perceived threat or danger
V) Inner feelings, biological urges, pleasures, and discomforts
W) Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X) Development proceeds from the center of the body outward
Y) Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z) Physical contact that is non-exploitative, affectionate, and welcome

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Comparing a child's individual behaviors...

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A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F) Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G) Indications that a child may need professional screening for possible therapeutic intervention
H) Expression of apprehension and fear when in the presence of unfamiliar people
I) The ability to actively communicate through vocal speech, writing, or sign language
J) Self-sufficiency and self-reliance
K) The child’s physical surroundings, daily routines, and patterns of interacting with others
L) Mental picture, idea, perception, or impression
M) Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N) The ability to reflect or evaluate one’s own behavior or actions
O) Affective development as distinct from physical and cognitive development
P) A stimulus is ignored once it becomes usual because of repetition
Q) Expression of apprehension and fear when separated even momentarily from primary caregiver
R) The ability to comprehend spoken, written, or signed language
S) Nonverbal communication expressed through facial expression, tone of voice, body
T) Actions that are unplanned; devoid of forethought
U) The process of recognizing and responding to perceived threat or danger
V) Inner feelings, biological urges, pleasures, and discomforts
W) Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X) Development proceeds from the center of the body outward
Y) Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z) Physical contact that is non-exploitative, affectionate, and welcome

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A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F) Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G) Indications that a child may need professional screening for possible therapeutic intervention
H) Expression of apprehension and fear when in the presence of unfamiliar people
I) The ability to actively communicate through vocal speech, writing, or sign language
J) Self-sufficiency and self-reliance
K) The child’s physical surroundings, daily routines, and patterns of interacting with others
L) Mental picture, idea, perception, or impression
M) Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N) The ability to reflect or evaluate one’s own behavior or actions
O) Affective development as distinct from physical and cognitive development
P) A stimulus is ignored once it becomes usual because of repetition
Q) Expression of apprehension and fear when separated even momentarily from primary caregiver
R) The ability to comprehend spoken, written, or signed language
S) Nonverbal communication expressed through facial expression, tone of voice, body
T) Actions that are unplanned; devoid of forethought
U) The process of recognizing and responding to perceived threat or danger
V) Inner feelings, biological urges, pleasures, and discomforts
W) Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X) Development proceeds from the center of the body outward
Y) Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z) Physical contact that is non-exploitative, affectionate, and welcome

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A) The cognitive system is limited to motor reflexes at birth.
B) The child builds on reflexes to practice motor coordination.
C) The child is mentally able to manipulate concepts.
D) Activities are generalized into increasingly complex chains of behavior.
E) The child has physiological urge to practice motor skills and explore surroundings.

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A) expand their understanding of the world.
B) continue to develop appropriate gender-role identity.
C) learn the basic skills required for school success.
D) achieve a sense of industry by setting and attaining personal goals.
E) all of these.

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A) bias.
B) stimuli.
C) inferences.
D) objectives.

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A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at that time and likely to reappear
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F) Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G) Indications that a child may need professional screening for possible therapeutic intervention
H) Expression of apprehension and fear when in the presence of unfamiliar people
I) The ability to actively communicate through vocal speech, writing, or sign language
J) Self-sufficiency and self-reliance
K) The child’s physical surroundings, daily routines, and patterns of interacting with others
L) Mental picture, idea, perception, or impression
M) Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N) The ability to reflect or evaluate one’s own behavior or actions
O) Affective development as distinct from physical and cognitive development
P) A stimulus is ignored once it becomes usual because of repetition
Q) Expression of apprehension and fear when separated even momentarily from primary caregiver
R) The ability to comprehend spoken, written, or signed language
S) Nonverbal communication expressed through facial expression, tone of voice, body
T) Actions that are unplanned; devoid of forethought
U) The process of recognizing and responding to perceived threat or danger
V) Inner feelings, biological urges, pleasures, and discomforts
W) Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X) Development proceeds from the center of the body outward
Y) Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z) Physical contact that is non-exploitative, affectionate, and welcome

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