NCE Practice Test Questions with
explanations
Susie |is |playing |with |blocks |and |is |trying |to |build |a |tower; |she |tries |but |cannot |build |a |tower. |
Susie's |mother |helps |her |build |a |four-block |tower. |Later, |Susie |builds |a |four-block |tower |
without |her |mother's |help. |According |to |Vygotsky, |the |inability |to |build |the |tower |on
her |own |is |known |as:
a. |scaffolding
b. |the |zone |of |proximal |development
c. |assisted |discovery
d. |learning |by |imitation |- |CORRECT |ANSWER✔✔-b. |the |zone |of |proximal |development
"Scaffolding" |is |a |term |used |by |Vygotsky |that |explains |what |Susie's |mother |is |doing.
She |is |adjusting |her |level |of |support |to |Susie |based |on |Susie's |level |of |performance. |The |zone |
of |proximal |development |involves |a |range |of |tasks |that |are |too |difficult |for |the |child |to |do |
alone |but |possible |to |do |with |the |help |of |adults |or |other, |more-skilled |children. |"Assisted |
discovery" |is |another |term |used |by |Vygotsky |to |describe |learning |situations |that |a |teacher |
sets |up |within |a |classroom |so |that |children |are |guided |into |discovering |learning. |Learning |by |
imitation |is |a |type |of |learning |that |involves |a |child |watching |someone |perform |a |task |and |later
|performing |the |task |by |herself.
According |to |Erickson, |when |an |individual |fails |to |develop |a |strong |sense |of |identity, |the |
individual |will |have |troubles |with |the |development |of:
a. |autonomy
b. |initiative
c. |intimacy
d. |integrity |- |CORRECT |ANSWER✔✔-c. |. |intimacy
,In |Erickson's |theory |of |psychosocial |development, |individuals |who |fail |to |achieve |the |goal |of |
the |lower |level |of |development |will |have |problems |attaining |the |developmental |task |at |the |
next |stage |of |development. |In |the |example |above, |the |individual |failed |to |achieve |identity, |
which |occurs |during |adolescence. |Therefore, |in |young |adulthood, |the |individual |will |have |
problems |attaining |intimacy, |which |is |the |developmental |task |to |be |achieved |at |this |level. |For |
autonomy, |the |individual |would |have |to |have |failed |to |attain |basic |trust; |for |initiative, |the |
individual |would |have |to |have |failed |to |attain |autonomy; |and |for |integrity, |the |individual |
would |have |to |have |failed |to |attain |generativity.
Which |of |the |following |is |the |correct |sequence |of |stages |in |Freud's |theory |of |personality |
development?
a. |Oral, |genital, |latency, |anal, |phallic |
b. |Genital, |anal, |phallic, |oral, |latency |
c. |Latency, |phallic, |oral, |anal, |genital |
d. |Oral, |anal, |phallic, |latency, |genital |- |CORRECT |ANSWER✔✔-d. |Oral, |anal, |phallic, |latency, |
genital
The |best |way |to |remember |Freud's |psychosexual |stages |of |development |is |to |think |about |
what |key |tasks |individuals |do |throughout |childhood. |The |first |thing |infants |do |is |suck |(oral). |
Next, |babies |begin |toilet |training |(anal), |then |discover |the |difference |between |boys |and |girls |
(phallic). |Next, |children |spend |time |growing |physically |and |cognitively |but |are |latent |in |the |
psychosexual |realm |(not |focusing |on |anything |sexual); |finally, |puberty |sets |in |and |they |begin |
to |think |about |sex |again |and |are |focused |on |their |own |genitals.
Jacob's |father |tells |Jacob |to |clean |his |room. |When |Jacob |asks |why, |his |father |responds,
|"Because |I |said |so." |The |father's |response |is |most |representative |of |which |parenting |style?
a. |Uninvolved
b. |Authoritarian
,c. |Authoritative
d. |Permissive |- |CORRECT |ANSWER✔✔-b. |Authoritarian
The |authoritarian |parenting |style |uses |coercive |techniques |and |psychological |control |to |
discipline |children, |whereas |the |authoritative |parenting |style |emphasizes |some |control |but |
allows |for |some |independence. |The |uninvolved |parenting |style |rarely |uses |any |control |and |the
|parent |seems |to |be |indifferent |to |the |child's |level |of |independence. |In |the |permissive |
parenting |style, |the |parents |are |typically |overindulgent |with |the |child. |They |exert |very |little |
control |and |are |lenient |when |it |comes |to |granting |independence |to |the |child.
Harry |Harlow |used |baby |monkeys |and |several |different |kinds |of |"surrogate |mothers" |to |
investigate |which |factors |are |important |in |early |development |and |attachment. |According |to |
his |findings, |baby |monkeys:
a. |preferred |a |soft |terrycloth |"mother" |to |a |wire-mesh |"mother" |that |held |a |bottle
b. |preferred |a |wire-mesh |"mother" |that |held |a |bottle |to |a |soft |terrycloth |"mother"
c. |showed |no |preference
d. |preferred |neither |"mother" |- |CORRECT |ANSWER✔✔-a. |preferred |a |soft |terrycloth |"mother" |
to |a |wire-mesh |"mother" |that |held |a |bottle
In |Harry |Harlow's |experiments, |he |found |that |baby |monkeys |preferred |physical |comfort |to |
hunger |satisfaction. |In |other |words, |the |baby |monkeys |wanted |to |be |close |to |a |soft |terrycloth
|"mother" |rather |than |a |wire-mesh |"mother," |even |though |the |latter |presented |food. |
Therefore, |attachment |involves |more |than |hunger |satisfaction. |It |involves |having |close |contact |
with |a |"loving" |caregiver.
Which |of |the |following |is |a |myth |about |suicide |in |the |United |States?
a. |Male |suicide |is |four |times |higher |than |that |among |females.
b. |It |occurs |in |age |groups |of |90 |years |and |up.
, c. |Psychiatrists, |physicians, |and |dentists |are |most |prone.
d. |Asking |someone |about |suicide |may |push |that |person |over |the |edge. |- |CORRECT |
ANSWER✔✔-d. |Asking |someone |about |suicide |may |push |that |person |over |the |edge.
If |someone |is |thinking |about |suicide, |asking |that |person |about |suicide |will |not |plant |the |seed |
or |push |her |into |committing |suicide. |It |is |important |that |as |a |counselor, |you |ask |clients |about |
suicide |so |that |they |can |get |the |help |they |need. |It |is |necessary |to |assess |suicidality |whenever |
you |suspect |that |someone |is |contemplating |it |or |behaving |in |ways |that |may |suggest |that |she |
is |contemplating |it. |It |is |best |practice |to |assess |for |suicidality |at |each |session |with |your |clients.
|Suicide |knows |no |age |boundaries. |Females |attempt |suicide |at |a |rate |three |times |higher |than |
males, |but |males |are |successful |more |often, |usually |because
they |use |more |lethal |methods |than |females.
Cody |does |what |his |parents |say |because |he |doesn't |want |to |lose |his |television |privileges.
This |is |an |example |of |what |level |in |Kohlberg's |theory |of |moral |development?
a. |Integrity |versus |despair
b. |Preconventional
c. |Conventional
d. |Postconventional |- |CORRECT |ANSWER✔✔-b. |Preconventional
Integrity |versus |despair |is |one |of |the |stages |in |Erickson's |psychosocial |developmental |theory. |
Kohlberg |postulated |that |in |the |first |level, |preconventional, |individuals |are |concerned |with |
consequences |imposed |upon |them |for |wrongdoing. |Thus, |in |the |example, |Cody |wanted |to |
avoid |being |punished |by |having |his |television |privileges |taken |away. |At |the |conventional |level, |
an |individual |wants |to |conform |to |societal |rules |so |that |authority |rules |and |order |is |
maintained. |At |the |postconventional |level, |individuals |define |morality |in |terms |of |universal |
values |and |altruism.
explanations
Susie |is |playing |with |blocks |and |is |trying |to |build |a |tower; |she |tries |but |cannot |build |a |tower. |
Susie's |mother |helps |her |build |a |four-block |tower. |Later, |Susie |builds |a |four-block |tower |
without |her |mother's |help. |According |to |Vygotsky, |the |inability |to |build |the |tower |on
her |own |is |known |as:
a. |scaffolding
b. |the |zone |of |proximal |development
c. |assisted |discovery
d. |learning |by |imitation |- |CORRECT |ANSWER✔✔-b. |the |zone |of |proximal |development
"Scaffolding" |is |a |term |used |by |Vygotsky |that |explains |what |Susie's |mother |is |doing.
She |is |adjusting |her |level |of |support |to |Susie |based |on |Susie's |level |of |performance. |The |zone |
of |proximal |development |involves |a |range |of |tasks |that |are |too |difficult |for |the |child |to |do |
alone |but |possible |to |do |with |the |help |of |adults |or |other, |more-skilled |children. |"Assisted |
discovery" |is |another |term |used |by |Vygotsky |to |describe |learning |situations |that |a |teacher |
sets |up |within |a |classroom |so |that |children |are |guided |into |discovering |learning. |Learning |by |
imitation |is |a |type |of |learning |that |involves |a |child |watching |someone |perform |a |task |and |later
|performing |the |task |by |herself.
According |to |Erickson, |when |an |individual |fails |to |develop |a |strong |sense |of |identity, |the |
individual |will |have |troubles |with |the |development |of:
a. |autonomy
b. |initiative
c. |intimacy
d. |integrity |- |CORRECT |ANSWER✔✔-c. |. |intimacy
,In |Erickson's |theory |of |psychosocial |development, |individuals |who |fail |to |achieve |the |goal |of |
the |lower |level |of |development |will |have |problems |attaining |the |developmental |task |at |the |
next |stage |of |development. |In |the |example |above, |the |individual |failed |to |achieve |identity, |
which |occurs |during |adolescence. |Therefore, |in |young |adulthood, |the |individual |will |have |
problems |attaining |intimacy, |which |is |the |developmental |task |to |be |achieved |at |this |level. |For |
autonomy, |the |individual |would |have |to |have |failed |to |attain |basic |trust; |for |initiative, |the |
individual |would |have |to |have |failed |to |attain |autonomy; |and |for |integrity, |the |individual |
would |have |to |have |failed |to |attain |generativity.
Which |of |the |following |is |the |correct |sequence |of |stages |in |Freud's |theory |of |personality |
development?
a. |Oral, |genital, |latency, |anal, |phallic |
b. |Genital, |anal, |phallic, |oral, |latency |
c. |Latency, |phallic, |oral, |anal, |genital |
d. |Oral, |anal, |phallic, |latency, |genital |- |CORRECT |ANSWER✔✔-d. |Oral, |anal, |phallic, |latency, |
genital
The |best |way |to |remember |Freud's |psychosexual |stages |of |development |is |to |think |about |
what |key |tasks |individuals |do |throughout |childhood. |The |first |thing |infants |do |is |suck |(oral). |
Next, |babies |begin |toilet |training |(anal), |then |discover |the |difference |between |boys |and |girls |
(phallic). |Next, |children |spend |time |growing |physically |and |cognitively |but |are |latent |in |the |
psychosexual |realm |(not |focusing |on |anything |sexual); |finally, |puberty |sets |in |and |they |begin |
to |think |about |sex |again |and |are |focused |on |their |own |genitals.
Jacob's |father |tells |Jacob |to |clean |his |room. |When |Jacob |asks |why, |his |father |responds,
|"Because |I |said |so." |The |father's |response |is |most |representative |of |which |parenting |style?
a. |Uninvolved
b. |Authoritarian
,c. |Authoritative
d. |Permissive |- |CORRECT |ANSWER✔✔-b. |Authoritarian
The |authoritarian |parenting |style |uses |coercive |techniques |and |psychological |control |to |
discipline |children, |whereas |the |authoritative |parenting |style |emphasizes |some |control |but |
allows |for |some |independence. |The |uninvolved |parenting |style |rarely |uses |any |control |and |the
|parent |seems |to |be |indifferent |to |the |child's |level |of |independence. |In |the |permissive |
parenting |style, |the |parents |are |typically |overindulgent |with |the |child. |They |exert |very |little |
control |and |are |lenient |when |it |comes |to |granting |independence |to |the |child.
Harry |Harlow |used |baby |monkeys |and |several |different |kinds |of |"surrogate |mothers" |to |
investigate |which |factors |are |important |in |early |development |and |attachment. |According |to |
his |findings, |baby |monkeys:
a. |preferred |a |soft |terrycloth |"mother" |to |a |wire-mesh |"mother" |that |held |a |bottle
b. |preferred |a |wire-mesh |"mother" |that |held |a |bottle |to |a |soft |terrycloth |"mother"
c. |showed |no |preference
d. |preferred |neither |"mother" |- |CORRECT |ANSWER✔✔-a. |preferred |a |soft |terrycloth |"mother" |
to |a |wire-mesh |"mother" |that |held |a |bottle
In |Harry |Harlow's |experiments, |he |found |that |baby |monkeys |preferred |physical |comfort |to |
hunger |satisfaction. |In |other |words, |the |baby |monkeys |wanted |to |be |close |to |a |soft |terrycloth
|"mother" |rather |than |a |wire-mesh |"mother," |even |though |the |latter |presented |food. |
Therefore, |attachment |involves |more |than |hunger |satisfaction. |It |involves |having |close |contact |
with |a |"loving" |caregiver.
Which |of |the |following |is |a |myth |about |suicide |in |the |United |States?
a. |Male |suicide |is |four |times |higher |than |that |among |females.
b. |It |occurs |in |age |groups |of |90 |years |and |up.
, c. |Psychiatrists, |physicians, |and |dentists |are |most |prone.
d. |Asking |someone |about |suicide |may |push |that |person |over |the |edge. |- |CORRECT |
ANSWER✔✔-d. |Asking |someone |about |suicide |may |push |that |person |over |the |edge.
If |someone |is |thinking |about |suicide, |asking |that |person |about |suicide |will |not |plant |the |seed |
or |push |her |into |committing |suicide. |It |is |important |that |as |a |counselor, |you |ask |clients |about |
suicide |so |that |they |can |get |the |help |they |need. |It |is |necessary |to |assess |suicidality |whenever |
you |suspect |that |someone |is |contemplating |it |or |behaving |in |ways |that |may |suggest |that |she |
is |contemplating |it. |It |is |best |practice |to |assess |for |suicidality |at |each |session |with |your |clients.
|Suicide |knows |no |age |boundaries. |Females |attempt |suicide |at |a |rate |three |times |higher |than |
males, |but |males |are |successful |more |often, |usually |because
they |use |more |lethal |methods |than |females.
Cody |does |what |his |parents |say |because |he |doesn't |want |to |lose |his |television |privileges.
This |is |an |example |of |what |level |in |Kohlberg's |theory |of |moral |development?
a. |Integrity |versus |despair
b. |Preconventional
c. |Conventional
d. |Postconventional |- |CORRECT |ANSWER✔✔-b. |Preconventional
Integrity |versus |despair |is |one |of |the |stages |in |Erickson's |psychosocial |developmental |theory. |
Kohlberg |postulated |that |in |the |first |level, |preconventional, |individuals |are |concerned |with |
consequences |imposed |upon |them |for |wrongdoing. |Thus, |in |the |example, |Cody |wanted |to |
avoid |being |punished |by |having |his |television |privileges |taken |away. |At |the |conventional |level, |
an |individual |wants |to |conform |to |societal |rules |so |that |authority |rules |and |order |is |
maintained. |At |the |postconventional |level, |individuals |define |morality |in |terms |of |universal |
values |and |altruism.
