Chapter 10 Quiz

A  Mediation 

B  Joint physical custody

C  Authoritarian parenting

D  Coparenting 

A  Divorce mediation

B  Joint custody 

C  Coregulation

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  More adjustment problems 

B  Better relationships with their parents

C  Fewer behavior problems

D  Higher self-esteem

A  11 to 13 year old, fears a bully

B  5 to 7 year old is afraid of academic failure

C  8 to 10 year old has permissive parents 

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

A  School or neighborhood bullies

B  Exposure to negative information in media 

C  Exposure to fairy tales

D  Direct exposure to frightening events

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

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

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

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

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

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

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

A  Frequently displayed precocoious sexual knowledge and behavior 

B  Trend to avoid sexual activity in adolescence 

C  Adjust better when allowed to face their abuser in court 

D  Usually tell a parent or teacher what has happened

A  Impulsive

B  Active

C   Inhibited

D  Easy

A  Ghosts and goblins

B  The dark 

C  Thunder and lightning

D  Peer rejection

A  Controversial

B  Rejected

C  After-care

D  Self-care

A  Are more likely to engage in antisocial behavior

B  Have fewer emotional difficulties

C  Are less likely to bend to peer pressure

D  Show greater academic achievement 

A  Higher intelligence 

B  Lower achievement 

C  More immature social behavior 

D  More gender-stereotyped beliefs

A  Fathers engage in as much caregiving as mothers

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

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

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

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  Coregulation

B  Permissive parenting

C  Transitive inference 

D  Distributive justice

A  Permissive

B  Authoritarian 

C  Uninvolved 

D  Authoritative 

A  physical education; feminine

B  Language arts; masculine

C  Music; masculine

D  Reading; feminine

A  Public speaking

B  Public speaking

C  Personal defense 

D  Positive social skills

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

B  The bully often targets the new friend

C  Bullying often comes to an end

D  The new friend is often ostracized by other children 

A  Popular-aggressive

B  Rejected-assertive

C  Rejected-withdrawn

D  Popular-prosocial 

A  Combine academic and social competence

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

C  Show high rates of absenteeism and prosocial behavior

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

A  Society of peers

B  Church

C  home

D  Extended family 

A  Lisa, who views others traits as changeable

B  Angie, who has very low self esteem

C  Jane, who has overly high self esteem 

D  Helen, who views others traits as fixed

A  Reject conventional standards for moral behavior

B  Have internalized rules for good conduct 

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

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

A  Think about thinking 

B  Redefine the situation and appraise it as unchangeable 

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

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

A  Postive and negative emotions cannot be experienced simultaneously 

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

C  Negative emotions are more frequent than positive emotions

D  People’s expressions may not reflect their true feelings

A  Ignoring responsibilities 

B   Lying and cheating

C  Intentional wrongdoing

D   Depressive symptoms

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

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

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

A  Luck 

B  Effort

C  Intelligence

D  Ability

A  Ability

B  The malicious intent of another person

C  Bad luck

D  Insufficient effort

A  Use a firm, controlling parenting style

B  Make decisions for their children 

C   Encourage their children to stave for worthwhile goals

D  Use frequent social comparisons 

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

B  Have permissive parents

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

D  Spend longer hours in child care

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

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

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

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

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

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  experience shame, the negative outcome of middle childhood

C  Develop a strong sense of superiority

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

A  Compare their own characteristics to those of peers

B  Experience role confusion

C  Describe themselves in unrealistically positive terms

D  reject conventional standards for moral behavior

A  Autonomy

B  Industry

C  Identity

D  Trust

A   Inferiority

B  Role confusion

C   Industry 

D  Shame