Chapter 10 Quiz

A  Coparenting 

B  Mediation 

C  Joint physical custody

D  Authoritarian parenting

A  Divorce mediation

B  Coregulation

C  Joint custody 

D  Mediated custody

A  Kate, his 9 year old daughter

B  Max, his 11 year old son

C  Harry, his 6 year old son

D  Liem, his 3 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  8 to 10 year old, is afraid to be separated from his mother

C  5 to 7 year old is afraid of academic failure

D  11 to 13 year old, fears a bully

A  School or neighborhood bullies

B  Direct exposure to frightening events

C  Exposure to fairy tales

D  Exposure to negative information in media 

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

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

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

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

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  Trend to avoid sexual activity in adolescence 

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Usually tell a parent or teacher what has happened

D  Adjust better when allowed to face their abuser in court 

A  Impulsive

B   Inhibited

C  Easy

D  Active

A  The dark 

B  Peer rejection

C  Thunder and lightning

D  Ghosts and goblins

A  Rejected

B  Self-care

C  Controversial

D  After-care

A  Are less likely to bend to peer pressure

B  Show greater academic achievement 

C  Are more likely to engage in antisocial behavior

D  Have fewer emotional difficulties

A  More immature social behavior 

B  Lower achievement 

C  More gender-stereotyped beliefs

D  Higher intelligence 

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 engage in as much caregiving as mothers

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

C   involves from parental control and greater child dependence

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

A  Distributive justice

B  Transitive inference 

C  Permissive parenting

D  Coregulation

A  Uninvolved 

B  Permissive

C  Authoritative 

D  Authoritarian 

A  Music; masculine

B  physical education; feminine

C  Language arts; masculine

D  Reading; feminine

A  Personal defense 

B  Public speaking

C  Positive social skills

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-prosocial 

B  Rejected-assertive

C  Popular-aggressive

D  Rejected-withdrawn

A  Show high rates of absenteeism and prosocial behavior

B  Combine academic and social competence

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

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

A  home

B  Extended family 

C  Church

D  Society of peers

A  Jane, who has overly high self esteem 

B  Angie, who has very low 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  Reject conventional standards for moral behavior

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

C  Think about thinking 

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

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  Intentional wrongdoing

B  Ignoring responsibilities 

C   Lying and cheating

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  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  Intelligence

C  Effort

D  Luck 

A  Ability

B  The malicious intent of another person

C  Bad luck

D  Insufficient effort

A  Use frequent social comparisons 

B  Use a firm, controlling parenting style

C  Make decisions for their children 

D   Encourage their children to stave for worthwhile goals

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

B  Have permissive parents

C  Spend longer hours in child care

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

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

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

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

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

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

B  Develop a strong sense of superiority

C  experience shame, the negative outcome of middle childhood

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

A  Experience role confusion

B  Compare their own characteristics to those of peers

C  reject conventional standards for moral behavior

D  Describe themselves in unrealistically positive terms

A  Identity

B  Autonomy

C  Industry

D  Trust

A  Shame

B  Role confusion

C   Industry 

D   Inferiority