Development of Human Behavior-Hereditary and Environment (CBSE-NET (UGC) Psychology (Paper-II & Paper-III)): Questions 18 - 23 of 234

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Question number: 18

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

The repetition by infants of meaningless language sounds (including both vowel and consonant sounds) is called

Choices

Choice (4) Response

a.

babbling.

b.

cooing.

c.

crying.

d.

telegraphic speech.

Question number: 19

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

From the perspective of Erik Erikson, life stages are important because

Choices

Choice (4) Response

a.

each is an expression of biological programming.

b.

each involves a crisis or dilemma.

c.

each signals a new stage of cognitive development.

d.

their failure to appear is evidence of psychopathology.

Question number: 20

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

Behavior directed by self-accepted moral principles represents the ________ level of moral development.

Choices

Choice (4) Response

a.

postconventional

b.

preconventional

c.

unconventional

d.

operational

Question number: 21

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

Piaget is mainly known for studying

Choices

Choice (4) Response

a.

sexual development.

b.

cognitive development.

c.

social development.

d.

emotional development.

Question number: 22

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

The rapid and early learning of permanent behavior patterns during critical periods of development in birds and other animals is called

Choices

Choice (4) Response

a.

emotional referencing.

b.

social referencing.

c.

imprinting.

d.

learned referencing.

Question number: 23

» Development of Human Behavior » Hereditary and Environment

MCQ▾

Question

When we say a child’s thinking is less abstract than an adult’s, we mean that

Choices

Choice (4) Response

a.

children use fewer generalizations, categories, and principles.

b.

children use more examples and generalizations.

c.

children use more principles, but require fewer generalizations.

d.

adults use fewer generalizations, categories, and principles.

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