Chapter 10 Quiz

A  Coparenting 

B  Authoritarian parenting

C  Joint physical custody

D  Mediation 

A  Divorce mediation

B  Mediated custody

C  Coregulation

D  Joint custody 

A  Kate, his 9 year old daughter

B  Liem, his 3 year old son

C  Harry, his 6 year old son

D  Max, his 11 year old son

A  Better relationships with their parents

B  Fewer behavior problems

C  More adjustment problems 

D  Higher self-esteem

A  5 to 7 year old is afraid of academic failure

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

C  8 to 10 year old has permissive parents 

D  11 to 13 year old, fears a bully

A  Exposure to fairy tales

B  School or neighborhood bullies

C  Exposure to negative information in media 

D  Direct exposure to frightening events

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

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

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

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

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

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

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

A  Adjust better when allowed to face their abuser in court 

B  Trend to avoid sexual activity in adolescence 

C  Usually tell a parent or teacher what has happened

D  Frequently displayed precocoious sexual knowledge and behavior 

A  Impulsive

B  Easy

C  Active

D   Inhibited

A  Thunder and lightning

B  Ghosts and goblins

C  Peer rejection

D  The dark 

A  Controversial

B  After-care

C  Rejected

D  Self-care

A  Show greater academic achievement 

B  Are more likely to engage in antisocial behavior

C  Have fewer emotional difficulties

D  Are less likely to bend to peer pressure

A  More immature social behavior 

B  Higher intelligence 

C  Lower achievement 

D  More gender-stereotyped beliefs

A  Fathers engage in as much caregiving as mothers

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

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

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

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

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

C   involves from parental control and greater child dependence

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

A  Distributive justice

B  Transitive inference 

C  Coregulation

D  Permissive parenting

A  Authoritative 

B  Authoritarian 

C  Permissive

D  Uninvolved 

A  physical education; feminine

B  Music; masculine

C  Reading; feminine

D  Language arts; masculine

A  Public speaking

B  Public speaking

C  Personal defense 

D  Positive social skills

A  Bullying often comes to an end

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  The bully often targets the new friend

A  Popular-aggressive

B  Rejected-assertive

C  Popular-prosocial 

D  Rejected-withdrawn

A  Show high rates of absenteeism and prosocial behavior

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

C  Combine academic and social competence

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

A  home

B  Extended family 

C  Church

D  Society of peers

A  Lisa, who views others traits as changeable

B  Helen, who views others traits as fixed

C  Jane, who has overly high self esteem 

D  Angie, who has very low self esteem

A  Reject conventional standards for moral behavior

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

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

D  Have internalized rules for good conduct 

A  Redefine the situation and appraise it as unchangeable 

B  Think about thinking 

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

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

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

B  Postive and negative emotions cannot be experienced simultaneously 

C  Negative emotions are more frequent than positive emotions

D  People’s expressions may not reflect their true feelings

A  Intentional wrongdoing

B   Lying and cheating

C   Depressive symptoms

D  Ignoring responsibilities 

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

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

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

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

A  Effort

B  Ability

C  Intelligence

D  Luck 

A  Insufficient effort

B  Bad luck

C  Ability

D  The malicious intent of another person

A  Make decisions for their children 

B  Use frequent social comparisons 

C   Encourage their children to stave for worthwhile goals

D  Use a firm, controlling parenting style

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

B  Spend longer hours in child care

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

D  Have permissive parents

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

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

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

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

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

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

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

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

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

B  Develop a strong sense of superiority

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

D  experience shame, the negative outcome of middle childhood

A  Describe themselves in unrealistically positive terms

B  Experience role confusion

C  reject conventional standards for moral behavior

D  Compare their own characteristics to those of peers

A  Autonomy

B  Industry

C  Identity

D  Trust

A  Role confusion

B  Shame

C   Inferiority

D   Industry