Chapter 10 Quiz

A  Authoritarian parenting

B  Coparenting 

C  Mediation 

D  Joint physical custody

A  Mediated custody

B  Divorce mediation

C  Joint custody 

D  Coregulation

A  Harry, his 6 year old son

B  Liem, his 3 year old son

C  Kate, his 9 year old daughter

D  Max, his 11 year old son

A  More adjustment problems 

B  Higher self-esteem

C  Fewer behavior problems

D  Better relationships with their parents

A  5 to 7 year old is afraid of academic failure

B  8 to 10 year old has permissive parents 

C  11 to 13 year old, fears a bully

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

A  Exposure to negative information in media 

B  Direct exposure to frightening events

C  School or neighborhood bullies

D  Exposure to fairy tales

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

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

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

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

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  Frequently displayed precocoious sexual knowledge and behavior 

B  Adjust better when allowed to face their abuser in court 

C  Usually tell a parent or teacher what has happened

D  Trend to avoid sexual activity in adolescence 

A  Active

B   Inhibited

C  Impulsive

D  Easy

A  Ghosts and goblins

B  The dark 

C  Peer rejection

D  Thunder and lightning

A  Rejected

B  Self-care

C  After-care

D  Controversial

A  Are more likely to engage in antisocial behavior

B  Are less likely to bend to peer pressure

C  Show greater academic achievement 

D  Have fewer emotional difficulties

A  More gender-stereotyped beliefs

B  Lower achievement 

C  Higher intelligence 

D  More immature social behavior 

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

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 engage in as much caregiving as mothers

A   involves from parental control and greater child dependence

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

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

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  Authoritative 

C  Authoritarian 

D  Permissive

A  Language arts; masculine

B  physical education; feminine

C  Music; masculine

D  Reading; feminine

A  Public speaking

B  Personal defense 

C  Public speaking

D  Positive social skills

A  The bully often targets the new friend

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

C  The new friend is often ostracized by other children 

D  Bullying often comes to an end

A  Rejected-assertive

B  Rejected-withdrawn

C  Popular-aggressive

D  Popular-prosocial 

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  Extended family 

B  home

C  Church

D  Society of peers

A  Helen, who views others traits as fixed

B  Lisa, who views others traits as changeable

C  Angie, who has very low self esteem

D  Jane, who has overly high self esteem 

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

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

C  Have internalized rules for good conduct 

D  Reject conventional standards for moral behavior

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

B  Redefine the situation and appraise it as unchangeable 

C  Think about thinking 

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

A  People’s expressions may not reflect their true feelings

B  Postive and negative emotions cannot be experienced simultaneously 

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

D  Negative emotions are more frequent than positive emotions

A   Lying and cheating

B  Ignoring responsibilities 

C   Depressive symptoms

D  Intentional wrongdoing

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

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  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  Ability

C  Luck 

D  Effort

A  The malicious intent of another person

B  Bad luck

C  Insufficient effort

D  Ability

A  Use frequent social comparisons 

B   Encourage their children to stave for worthwhile goals

C  Use a firm, controlling parenting style

D  Make decisions for their children 

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

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

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

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

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

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  Develop a strong sense of superiority

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

D  experience shame, the negative outcome of middle childhood

A  Compare their own characteristics to those of peers

B  Describe themselves in unrealistically positive terms

C  reject conventional standards for moral behavior

D  Experience role confusion

A  Industry

B  Autonomy

C  Identity

D  Trust

A   Industry 

B  Role confusion

C   Inferiority

D  Shame