Chapter 10 Quiz

A  Authoritarian parenting

B  Coparenting 

C  Mediation 

D  Joint physical custody

A  Divorce mediation

B  Coregulation

C  Joint custody 

D  Mediated custody

A  Liem, his 3 year old son

B  Kate, his 9 year old daughter

C  Max, his 11 year old son

D  Harry, his 6 year old son

A  Fewer behavior problems

B  Better relationships with their parents

C  More adjustment problems 

D  Higher self-esteem

A  8 to 10 year old has permissive parents 

B  11 to 13 year old, fears a bully

C  5 to 7 year old is afraid of academic failure

D  8 to 10 year old, is afraid to be separated from his mother

A  Exposure to negative information in media 

B  Direct exposure to frightening events

C  Exposure to fairy tales

D  School or neighborhood bullies

A  Is less common among children whose parents use an authoritative child rearing style

B  Is a preexisting attribute weather than a capacity that develops over time

C  Is less common among children with a mastery-oriented approach to new situations

D  Enables children to use internal and external resources to cope with adversity

A  Traits and experiences that protect children against psychological disturbance are unknown

B  Often just one or a few protective factors account for a child being “stress-resilient”

C  There is a strong relationship between stressful experiences and psychological disturbance 

A  Adjust better when allowed to face their abuser in court 

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Trend to avoid sexual activity in adolescence 

D  Usually tell a parent or teacher what has happened

A  Easy

B  Active

C  Impulsive

D   Inhibited

A  Ghosts and goblins

B  The dark 

C  Thunder and lightning

D  Peer rejection

A  Self-care

B  Rejected

C  Controversial

D  After-care

A  Have fewer emotional difficulties

B  Are more likely to engage in antisocial behavior

C  Are less likely to bend to peer pressure

D  Show greater academic achievement 

A  Lower achievement 

B  More immature social behavior 

C  Higher intelligence 

D  More gender-stereotyped beliefs

A  Fathers are more knowledgeable than mothers about children’s everyday activities 

B  Fathers spend more time than meters with school-age children 

C  Each parents tends to devote more time to children of his or her own sex

D  Fathers engage in as much caregiving as mothers

A   Is a permissive child-rearing style where the child takes responsibly or making rules

B   involves from parental control and greater child dependence

C  Involves general parental oversight while letting the child make moment by moment decisions 

D  Is an agreement between parents and other caregivers to be consistent with rules 

A  Transitive inference 

B  Permissive parenting

C  Distributive justice

D  Coregulation

A  Authoritative 

B  Authoritarian 

C  Uninvolved 

D  Permissive

A  Language arts; masculine

B  physical education; feminine

C  Music; masculine

D  Reading; feminine

A  Public speaking

B  Positive social skills

C  Personal defense 

D  Public speaking

A  The bully often targets the new friend

B  The new friend is often ostracized by other children 

C   The children are more likely to team up and retaliate against the bully

D  Bullying often comes to an end

A  Popular-prosocial 

B  Rejected-withdrawn

C  Rejected-assertive

D  Popular-aggressive

A  Show high rates of absenteeism and prosocial behavior

B  Are anxious, unhappy, and low in self-esteem

C  Include “tough” boys and relationally aggressive boys and girls

D  Combine academic and social competence

A  Extended family 

B  Church

C  home

D  Society of peers

A  Angie, who has very low self esteem

B  Jane, who has overly high self esteem 

C  Helen, who views others traits as fixed

D  Lisa, who views others traits as changeable

A  Begin to recognize that the context of behavior is more important than the intent

B  Pick up morally relevant behaviors,but do not understand the reasons behind them

C  Reject conventional standards for moral behavior

D  Have internalized rules for good conduct 

A  Redefine the situation and appraise it as unchangeable 

B  Opt for distraction when faced with outcomes beyond their control, such as receiving a bad grade

C  Think about thinking 

D  Appraise the situation as changeable, identify the difficulty and decide what to do about it 

A  People’s expressions may not reflect their true feelings

B  Tone of voice is a more accurate predicator of emotion than facial expressions

C  Negative emotions are more frequent than positive emotions

D  Postive and negative emotions cannot be experienced simultaneously 

A  Ignoring responsibilities 

B  Intentional wrongdoing

C   Depressive symptoms

D   Lying and cheating

A  One approach is to encourage low-effort students to focus more on grades and less on mastering a task for individual improvement 

B  Following a failure, children are given repeated feedback that helps them revise their attributions, such as “You can do it if you try harder.”

C  Attribution retraining is an alternative to instruction in effective strategies and self-regulation

D  Attribution retraining encourages children to believe that success should be attributed to ability, rather than luck or effort

A  Effort

B  Luck 

C  Intelligence

D  Ability

A  Ability

B  The malicious intent of another person

C  Insufficient effort

D  Bad luck

A  Make decisions for their children 

B   Encourage their children to stave for worthwhile goals

C  Use a firm, controlling parenting style

D  Use frequent social comparisons 

A  Attend schools in high SES neighborhoods, regardless of their own SES

B  Spend longer hours in child care

C  Have permissive parents

D  Attend school where their SES and ethnic groups are well-represented

A  Throughout middle childhood, girls’ self esteem tends to be higher than boys’

B  From fourth grade on, self esteem drops for the majority of young people

C  Children’s self evaluations become increasingly vague and overlapping with age

D  Perceived physical appearance correlates more strongly with overall self-worth than any other self-esteem factor

A  In middle childhood, self-descriptions rarely include reference to social groups

B  A large discrepancy between an ideal self and a real self boosts self esteem

C  As children move into adolescences, self concept is increasingly vested in feedback from close friends

D  School-age children often avoid making social comparisons when describing themselves

A  Develop a strong sense of superiority

B  Seldom look to people beyond the family for information about themselves 

C  Form an ideal self that they use to evaluate their real self 

D  experience shame, the negative outcome of middle childhood

A  Describe themselves in unrealistically positive terms

B  Compare their own characteristics to those of peers

C  reject conventional standards for moral behavior

D  Experience role confusion

A  Autonomy

B  Industry

C  Trust

D  Identity

A  Shame

B  Role confusion

C   Industry 

D   Inferiority