APT E-LEARNING CENTER
Play Therapy Continuing Education Test for:
PRETEND PLAY IN CHILDHOOD: FOUNDATION OF ADULT CREATIVITY
General Information
Citation: Sandra Russ, PhD (2013: Amer Psychological Assn)
Format: Book
# Pages: 241
# Credit Hours: 6
% Pass: 80%
Test Fee: $60.00
Instructions:
1. BEFORE printing, FIRST type your Identification and Test responses in the spaces provided below.
2. Click on only one response for each question. If you click on more than one response or fail to respond to any question, the question will be scored as incorrect.
3. Finally print and mail this completed test form with processing fee payment for scoring to (or, if you have questions, contact): Carol Guerrero, E-Learning Center, Association for Play Therapy, 3198 Willow Avenue, Suite 110, Clovis, CA 93612 USA, (559) 294-2128 ext 1,
Learning Objectives:
Based on the content of the workshop, I am able to:
1. Identify stage theories relative to pretend play and the development of adult creativity.
2. Discuss theoretical models relative to pretend play and the development of adult creativity.
3. Explain the foundations and application of the Affect in Play Scale.
4. Analyze research supporting the cognitive and affective underpinnings of pretend play.
5. Identify the importance of pretend play in the development of adult creativity.
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TEST
1. Wallas’ stages of creative process consist of all of the following except:
a. Preparation
b. Verification
c. Incubation
d. Confirmation
2. Why is pretend play so important for children?
a. Pretend play involves make-believe and fantasy important for promoting children’s cognitive and
affective development.
b. Pretend play provides families a way to keep children busy and out of trouble.
c. Pretend play allows children to prepare for school and adult roles
d. Pretend play promotes physical development
3. Affective processes that emerge as a result of pretend play include:
a. Expression of emotion
b. Emotion regulation and modulation of affect
c. Mastery of complex emotions
d. Both a and b.
4. An example of cognitive flexibility in play is:
a. Block transformations
b. Use of toys in different ways
c. Dolls fighting
d. Cops and robbers
5. Which theorist believed that children develop combinatory imagination, or the ability to combine elements of experience into new situations and behaviors:
a. Piaget
b. Sawyer
c. Vygotsky
d. Klein
6. Fein proposed that the affect symbol system gets activated in pretend play and is important to creativity. Thus, good play consists of:
a. Referential freedom
b. Denotative license
c. Affective relations
d. All of the above
7. Playfulness has been defined as all of the following except:
a. Capacity to frame or reframe a situation in such a way as to provide oneself with amusement, humor,
and entertainment.
b. Integration of cognitive and affective processes resulting in a high level of creativity.
c. An internal predisposition to bring a playful quality to interactions within the environment and across a
variety of contexts and episodes.
d. As involving 5 components: physical spontaneity, cognitive spontaneity, social spontaneity, manifest joy,
and sense of humor.
8. For play to be classified in animals, Burghardt offered 5 criteria, one of which is:
a. The behavior is done for its own sake and intrinsically motivated.
b. The behavior involves more than one animal.
c. The behavior occurs in a naturalistic setting.
d. The behavior results in evolutionary advantages.
9 Russ’ Integrated Model of Play contributed to the development of a measure that assesses affect themes in the fantasy play narrative, which is called:
a. Fantasy Play Scale
b. Cognitive and Affective Play Scale
c. Affect in Play Scale
d. Creativity in Play Scale
10. Which scholars viewed pretend play as a safe place where primitive, forbidden, affect-laden thoughts, feelings, and actions could be expressed?
a. Cognitive
b. Cognitive and Affective
c. Behavioral
d. Psychoanalytic
11. Divergent thinking involves:
a. Free association, broad scanning ability, and fluidity in thinking
b. Thinking that results in one solution
c. Reorganization of information and flexibility
d. The ability to take on another person’s point of view
12. Major scores from the Affect in Play Scale include:
a. Organization
b. Playfulness
c. Imagination
d. Both a and b
13. Russ asserts that pretend play allows children to practice:
a. With different solutions to problems and different types of object substitutions
b. With the free flow of associations that is part of divergent thinking
c. Taking the view of the other in make-believe play
d. All of the above
14. Coping, in play, can be thought of as:
a. Flexibility in cognition and affect
b. An active process of generating solutions to real-life problems or as a real-world application of a
divergent thinking ability
c. Facilitating insight in a problem-solving task
d. An opportunity to develop self-soothing strategies
15. Affective processes refers to:
a. Different dimensions of affect
b. The interface between cognition and creativity
c. Affect-laden thoughts, images, and fantasy
d. A feeling or emotion distinct from cognition
16. All of the following represent one of the affective processes important in creativity except:
a. Openness to experiencing affect states
b. Affective pleasure in challenge
c. Affective associations
d. Affective pleasure in problem solving
17. Individuals who are more open to experiencing emotions and/or to thinking about affect-laden images
a. Have more remote associations and broader associative processes.
b. Can access more remote concepts and images
c. Are able to generate original ideas, solutions to problems, and original narratives
d. All of the above
18. Russ proposes that individuals who are open to affect states and affect-laden cognition, including primary process cognition, benefit from creative activities in one of the following ways:
a. More emotionally salient content is coded and stored when an individual is in an emotional state
b. They are more open to the associative process.
c. Primary process thinking is enhanced
d. Cognitive integration of unconscious material
19. The mood-creativity link involves the following trends:
a. Positive moods product more creativity than neutral moods
b. Creativity can occur despite the positive or negative mood valence
c. Deactivating negative mood was not associated with creativity, but activating negative mood was
associated with lower creativity
d. Both a and c
20. Flow is defined as:
a. Sequencing of play activities
b. The capacity for deep involvement in a task
c. Cognitive process important for brain storming
d. Ideas that are generated freely
21. Russ presents various theoretical frameworks for understanding the relationship between divergent thinking and affect and include all of the following except:
a. Psychoanalytic theory
b. Associative network theory
c. Social constructivism
d. Mood-related cognitive
22. Temple Grandin referred to her mind as
a. A network of neurons
b. Limited to cognitive processes
c. A computer where she could run visual simulations
d. A repressed memory system
23. Shigeru Miyamoto credits play as important to his development because
a. He did not have toys and learned to make up his own play
b. His parents promoted creative play
c. He had a naturally playful personality
d. It led to a successful career in engineering
24. Which researcher(s) proposed a set of core characteristics of creative individuals that emerge in different domains (e.g. broad interests, attraction to complexity, high energy, autonomy, etc.)?
a. Feist
b. Helson
c. Barron and Harrington
d. Kuhn
25. Boyd conceptualized art as a playground for the mind with two main functions:
a. Art is a stimulus and training for a flexible mind
b. An outlet for emotional expression
c. A system for calling forth creativity, which is critical for future thinking
d. Both a and c
26. Paley (1990) and Nicolopoulou (2007) shared a similar viewpoint in play which is:
a. Play and storytelling were closely related
b. Emotional expression as a cross-situational ability
c. Intense, early memories can serve as motivation for creative expression
d. Memory is the link between external and internal reality
27. Who described the great joy and happiness experienced with an imaginary friend?
a. Bob Dylan
b. Frida Kahlo
c. Alexander Calder
d. Joan Baez
28. Proust used a beautiful metaphor to describe a recalled memory, which was:
a. A miniature circus
b. A thunderstorm
c. Dried paper shapes
d. A magic lantern
29. Research on the improvement of play skills has yielded the following finding(s):
a. Problem solving skill improvement
b. Higher imagination, affect expression, and focus
c. Positive affect, focus during play, and cooperation with peers during social play
d. All of the above
30. Although research has not established the specific adult behaviors that are most effective in developing play skills,
a. Adults engaging in the child’s play and following the child’s lead is important
b. Adult involvement is not as necessary as once believed
c. Adults need to provide more direction in play tasks
d. Adult play is maximized with the assistance of guided direction (e.g. training)
31. Russ’ pilot study investigating the effectiveness of two different play interventions on processes in play focused on which interventions:
a. Improving imagination and organization of the narrative
b. Increasing affective expression in play
c. Improving divergent thinking
d. Both a and b
32. The imagination group from Russ’ pilot study was presented with a set of toys including:
a. Dolls, blocks, plastic animals, Legos, and cars
b. Puppets, games, army men
c. Crayons, markers, stickers, and paper
d. Puzzles, dolls, and play doh
33. Results from Russ’ pilot study suggested that
a. The affect condition was most effective
b. Imagination group was most effective
c. No change occurred for either group
d. Both groups demonstrated significant improvement
34. Peer modeling was found to be an effective component:
a. During extracurricular activities
b. In classroom settings
c. In group play interventions
d. In dyadic play
35. Adults can help children to enhance their play skills and thus creativity by
a. Encourage the generating of different stories
b. Encourage expression of emotions during play
c. By modeling telling stories and pretending
d. All of the above
36. Italian mothers differed from American mothers approach to engaging children by:
a. Italian mothers see play as a central component of the parental role
b. Italian mothers tend to display significantly more affect and physical contact during feedings
c. Italian mothers tended to provide more explanation and verbal elaborations
d. Italian mothers tend to look at and talk to their young infants less
37. Culturally cultivated play involves all of the following components except:
a. Parents tend to engage in play with their young children
b. Occurs in Euro-American families and other cultures of the urban, educated middle class
c. Pretend play is highly valued
d. Adults do not play with children; older children tend to younger children
APT E-LEARNING CENTER
Home Study Evaluation Form for:
Book Title: PRETEND PLAY IN CHILDHOOD: FOUNDATION OF ADULT CREATIVITY
Instructions:
1. Please indicate your rating of the following statements by circling the appropriate number for each statement.
2. Return completed form to APT 559-294-2129(fax), or 3198 Willow Avenue, Suite 110, Clovis, CA 93612.
Strongly Neutral Strongly
Learning Objectives: Agree Disagree
Based on the content of the workshop, I am able to:
1. Identify stage theories relative to pretend play and the development
of adult creativity. 5 4 3 2 1
2. Discuss theoretical models relative to pretend play and the
development of adult creativity. 5 4 3 2 1
3. Explain the foundations and application of the Affect in Play Scale. 5 4 3 2 1
4. Analyze research supporting the cognitive and affective
underpinnings of pretend play. 5 4 3 2 1
5. Identify the importance of pretend play in the development of
adult creativity. 5 4 3 2 1
Content / Relevancy:
1. The information presented will enhance my practice. 5 4 3 2 1
2. The content of this session was relevant to my practice 5 4 3 2 1
and/or professional expertise.
3. The teaching learning strategies used during this session were
effective for content presented. 5 4 3 2 1
4. This program is appropriate to my education, experience,
and skills level. 5 4 3 2 1
5. Cultural, racial, ethnic, socioeconomic, and gender
differences were considered. 5 4 3 2 1
6. I would recommend this program to others. 5 4 3 2 1
7. This activity was free of commercial bias. 5 4 3 2 1
8. How much did you learn as a result of this CE program? a great deal some very little
9. Overall Rating: This session met or exceed my expectations 5 4 3 2 1
Participant Information:
Please circle your designation: Psychologist / Counselor / MFT / Social Work / Other______
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Pretend Play in Childhood
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