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Section 3 Study Plan

1.0 – Remember the Facts

1.0.1.What helps toddlers to regulate their sociomoral emotions? Learning to regulate their ______.

explicit emotions

subjective emotions

primary emotions

individualistic emotions

1.0.2.Toddlers use their ______, which is defined as an internalized set of moral standards, to guide their emotions and behaviors.

An emotional dictum

A moral compass

A conscience

A cultural standard

1.0.3.What is self-reflection?

the ability to understand and respond helpfully to another person’s distress

the capacity to think about one’s self as you would think about other persons or objects

an emotional bond that promotes the protection and survival of children

an individual’s readiness or disposal to respond to their environment in a particular way

1.0.4.At what age do more than half the toddlers engage in cooperative pretend play?

12 months

18 months

24 months

30 months

1.0.5.When do children first begin to refer to themselves by their own names?

12 months

18 months

24 months

30 months

1.0.6.Mary Ainsworth developed a well-known technique to examine children’s attachment behaviors. What is it called?

The Attachment Room procedure

The Strange Situation procedure

One-Way Mirrors procedure

Robotic Puppets procedure

2.0 – Understand the Concepts

2.0.1.What term refers to the cultural categories of “male” and “female”?




Sexual orientation

2.0.2.Spitz used the term anaclitic depression to describe babies who seemed listless and passive. This was because the infants were depressed as a function of _____.

too much attention by domineering adults

being in very over-crowded nurseries

sharing a crib with same-sexed infants

having no one to help them or to use as support.

2.0.3.Learning to stay close to familiar persons, evolutionarily speaking, helps infants to ______.

learn object discrimination

be protected and safe

mimic their parents’ actions

avoid getting upset

2.0.4.In the Strange Situation experiment, at what point did Ainsworth consider to be the best indicator of the quality of the attachment that occurred?

When the mother returned and the reunion behavior could be assessed

When the mother was not present in the room

When the mother was still in the room so that the toddler’s exploration behaviors could be assessed

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