Which of the following is true of latchkey children?
They have difficulty adapting to a different culture.
They spend after-school hours unsupervised at home.
They lose the ability to comprehend written words.
They score between 55 and 70 on the Stanford-Binet Intelligence Scales.
They do not perform as well academically as their siblings do.
The Correct Answer is B
A. They have difficulty adapting to a different culture: That describes acculturation problems, not the latchkey child phenomenon.
B. They spend after-school hours unsupervised at home: “latchkey children” typically return to an empty home after school and spend unsupervised time there.
C. They lose the ability to comprehend written words: Not a defining feature; literacy is not typically lost because of being a latchkey child.
D. They score between 55 and 70 on the Stanford-Binet Intelligence Scales: That IQ range suggests mild intellectual disability and is unrelated to being a latchkey child.
E. They do not perform as well academically as their siblings do: Academic outcomes vary and are not the defining characteristic of latchkey status; sibling comparisons are not part of the definition.
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Correct Answer is D
Explanation
A. Sensorimotor:Sensorimotor (birth-2 years) is characterized by sensory exploration and object permanence development; hypothetical abstract reasoning is beyond this stage.
B. Preoperational:Preoperational (2-7 years) features symbolic play and egocentrism but lacks true abstract/hypothetical reasoning.
C. Concrete operational:Concrete operational (7-11 years) allows logical thinking about concrete events but struggles with purely hypothetical/abstract scenarios.
D. Formal operational:formal operational thought (from ~11 years) enables hypothetical-deductive and abstract reasoning (e.g., imagining alternate realities such as a world without the wheel).
E. Conventional:"Conventional" is a stage in Kohlberg’s moral development, not Piaget’s stages of cognitive development.
Correct Answer is B
Explanation
A. Experiencing a weak parent-child attachment: Attachment quality can influence behavior, but social learning theory emphasizes modeled behavior rather than attachment per se.
B. Seeing others exhibit aggression: social (observational) learning theory (Bandura) attributes aggressive behavior to observing and imitating models who act aggressively.
C. Possessing a certain genotype: A genetic explanation is biological, not the primary mechanism proposed by social learning theory.
D. Living in overcrowded conditions: Overcrowding is an environmental stressor that may increase aggression indirectly but is not the core social-learning mechanism.
E. Having low self-esteem: Low self-esteem is a psychological correlate sometimes linked to aggression but is not the primary causal mechanism in social learning theory.
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