Chapter 10 Quiz

A  Coparenting 

B  Mediation 

C  Joint physical custody

D  Authoritarian parenting

A  Joint custody 

B  Mediated custody

C  Coregulation

D  Divorce mediation

A  Max, his 11 year old son

B  Kate, his 9 year old daughter

C  Liem, his 3 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  11 to 13 year old, fears a bully

B  8 to 10 year old has permissive parents 

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

D  5 to 7 year old is afraid of academic failure

A  Exposure to fairy tales

B  Direct exposure to frightening events

C  School or neighborhood bullies

D  Exposure to negative information in media 

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

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

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

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

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

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

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

A  Usually tell a parent or teacher what has happened

B  Trend to avoid sexual activity in adolescence 

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Adjust better when allowed to face their abuser in court 

A  Active

B   Inhibited

C  Impulsive

D  Easy

A  Ghosts and goblins

B  The dark 

C  Peer rejection

D  Thunder and lightning

A  Controversial

B  Self-care

C  Rejected

D  After-care

A  Are more likely to engage in antisocial behavior

B  Show greater academic achievement 

C  Are less likely to bend to peer pressure

D  Have fewer emotional difficulties

A  More immature social behavior 

B  More gender-stereotyped beliefs

C  Lower achievement 

D  Higher intelligence 

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

B  Fathers engage in as much caregiving as mothers

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

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

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

D   involves from parental control and greater child dependence

A  Transitive inference 

B  Coregulation

C  Distributive justice

D  Permissive parenting

A  Permissive

B  Authoritative 

C  Authoritarian 

D  Uninvolved 

A  Language arts; masculine

B  Reading; feminine

C  physical education; feminine

D  Music; masculine

A  Positive social skills

B  Public speaking

C  Personal defense 

D  Public speaking

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

B  The new friend is often ostracized by other children 

C  Bullying often comes to an end

D  The bully often targets the new friend

A  Popular-aggressive

B  Rejected-assertive

C  Rejected-withdrawn

D  Popular-prosocial 

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

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

C  Combine academic and social competence

D  Show high rates of absenteeism and prosocial behavior

A  Society of peers

B  home

C  Church

D  Extended family 

A  Lisa, who views others traits as changeable

B  Helen, who views others traits as fixed

C  Angie, who has very low self esteem

D  Jane, who has overly high self esteem 

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

B  Reject conventional standards for moral behavior

C  Have internalized rules for good conduct 

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

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

B  Think about thinking 

C  Redefine the situation and appraise it as unchangeable 

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

A  Negative emotions are more frequent than positive emotions

B  Postive and negative emotions cannot be experienced simultaneously 

C  People’s expressions may not reflect their true feelings

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

A  Ignoring responsibilities 

B   Lying and cheating

C   Depressive symptoms

D  Intentional wrongdoing

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  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  Intelligence

B  Effort

C  Ability

D  Luck 

A  The malicious intent of another person

B  Bad luck

C  Insufficient effort

D  Ability

A  Use a firm, controlling parenting style

B  Make decisions for their children 

C  Use frequent social comparisons 

D   Encourage their children to stave for worthwhile goals

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

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

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

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  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  Describe themselves in unrealistically positive terms

B  reject conventional standards for moral behavior

C  Compare their own characteristics to those of peers

D  Experience role confusion

A  Identity

B  Industry

C  Autonomy

D  Trust

A  Role confusion

B  Shame

C   Industry 

D   Inferiority