Chapter 10 Quiz

A  Joint physical custody

B  Mediation 

C  Coparenting 

D  Authoritarian parenting

A  Coregulation

B  Joint custody 

C  Mediated custody

D  Divorce mediation

A  Harry, his 6 year old son

B  Max, his 11 year old son

C  Kate, his 9 year old daughter

D  Liem, his 3 year old son

A  Higher self-esteem

B  Fewer behavior problems

C  More adjustment problems 

D  Better relationships with their parents

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

B  8 to 10 year old has permissive parents 

C  11 to 13 year old, fears a bully

D  5 to 7 year old is afraid of academic failure

A  Direct exposure to frightening events

B  Exposure to negative information in media 

C  Exposure to fairy tales

D  School or neighborhood bullies

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

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

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  Traits and experiences that protect children against psychological disturbance are unknown

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

A  Usually tell a parent or teacher what has happened

B  Adjust better when allowed to face their abuser in court 

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Trend to avoid sexual activity in adolescence 

A  Active

B  Easy

C   Inhibited

D  Impulsive

A  Peer rejection

B  Ghosts and goblins

C  Thunder and lightning

D  The dark 

A  Rejected

B  Self-care

C  Controversial

D  After-care

A  Are more likely to engage in antisocial behavior

B  Show greater academic achievement 

C  Have fewer emotional difficulties

D  Are less likely to bend to peer pressure

A  Higher intelligence 

B  More gender-stereotyped beliefs

C  More immature social behavior 

D  Lower achievement 

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

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

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

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

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

D   involves from parental control and greater child dependence

A  Distributive justice

B  Transitive inference 

C  Permissive parenting

D  Coregulation

A  Authoritative 

B  Permissive

C  Authoritarian 

D  Uninvolved 

A  Music; masculine

B  Reading; feminine

C  physical education; feminine

D  Language arts; masculine

A  Public speaking

B  Positive social skills

C  Personal defense 

D  Public speaking

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

B  Bullying often comes to an end

C  The bully often targets the new friend

D  The new friend is often ostracized by other children 

A  Rejected-withdrawn

B  Popular-aggressive

C  Popular-prosocial 

D  Rejected-assertive

A  Combine academic and social competence

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

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

D  Show high rates of absenteeism and prosocial behavior

A  Church

B  Society of peers

C  Extended family 

D  home

A  Helen, who views others traits as fixed

B  Jane, who has overly high self esteem 

C  Lisa, who views others traits as changeable

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

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

C  Think about thinking 

D  Redefine the situation and appraise it as unchangeable 

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

B  Negative emotions are more frequent than positive emotions

C  Postive and negative emotions cannot be experienced simultaneously 

D  People’s expressions may not reflect their true feelings

A  Intentional wrongdoing

B   Depressive symptoms

C  Ignoring responsibilities 

D   Lying and cheating

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

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

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

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

A  Ability

B  Effort

C  Luck 

D  Intelligence

A  Insufficient effort

B  Ability

C  Bad luck

D  The malicious intent of another person

A   Encourage their children to stave for worthwhile goals

B  Make decisions for their children 

C  Use frequent social comparisons 

D  Use a firm, controlling parenting style

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

B  Have permissive parents

C  Spend longer hours in child care

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

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

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

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

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

B  experience shame, the negative outcome of middle childhood

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

D  Develop a strong sense of superiority

A  Experience role confusion

B  Compare their own characteristics to those of peers

C  Describe themselves in unrealistically positive terms

D  reject conventional standards for moral behavior

A  Industry

B  Trust

C  Identity

D  Autonomy

A  Role confusion

B   Inferiority

C  Shame

D   Industry