Chapter 10 Quiz

A  Authoritarian parenting

B  Mediation 

C  Coparenting 

D  Joint physical custody

A  Mediated custody

B  Coregulation

C  Divorce mediation

D  Joint custody 

A  Liem, his 3 year old son

B  Harry, his 6 year old son

C  Max, his 11 year old son

D  Kate, his 9 year old daughter

A  Fewer behavior problems

B  More adjustment problems 

C  Better relationships with their parents

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

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

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

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

A  Usually tell a parent or teacher what has happened

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Trend to avoid sexual activity in adolescence 

D  Adjust better when allowed to face their abuser in court 

A  Impulsive

B  Active

C  Easy

D   Inhibited

A  Ghosts and goblins

B  Peer rejection

C  Thunder and lightning

D  The dark 

A  After-care

B  Self-care

C  Controversial

D  Rejected

A  Show greater academic achievement 

B  Have fewer emotional difficulties

C  Are less likely to bend to peer pressure

D  Are more likely to engage in antisocial behavior

A  Lower achievement 

B  More immature social behavior 

C  Higher intelligence 

D  More gender-stereotyped beliefs

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   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  Transitive inference 

B  Permissive parenting

C  Coregulation

D  Distributive justice

A  Uninvolved 

B  Permissive

C  Authoritarian 

D  Authoritative 

A  physical education; feminine

B  Reading; feminine

C  Music; masculine

D  Language arts; masculine

A  Public speaking

B  Positive social skills

C  Public speaking

D  Personal defense 

A  The bully often targets the new friend

B  Bullying often comes to an end

C  The new friend is often ostracized by other children 

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

A  Popular-prosocial 

B  Popular-aggressive

C  Rejected-withdrawn

D  Rejected-assertive

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

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

C  Show high rates of absenteeism and prosocial behavior

D  Combine academic and social competence

A  Church

B  Society of peers

C  Extended family 

D  home

A  Lisa, who views others traits as changeable

B  Jane, who has overly high self esteem 

C  Helen, who views others traits as fixed

D  Angie, who has very low self esteem

A  Reject conventional standards for moral behavior

B  Have internalized rules for good conduct 

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

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

A  Think about thinking 

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

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

D  Redefine the situation and appraise it as unchangeable 

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  Postive and negative emotions cannot be experienced simultaneously 

D  Negative emotions are more frequent than positive emotions

A   Depressive symptoms

B   Lying and cheating

C  Intentional wrongdoing

D  Ignoring responsibilities 

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

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

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

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

A  Intelligence

B  Luck 

C  Ability

D  Effort

A  Insufficient effort

B  Bad luck

C  Ability

D  The malicious intent of another person

A  Use frequent social comparisons 

B  Make decisions for their children 

C  Use a firm, controlling parenting style

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

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

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

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

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  experience shame, the negative outcome of middle childhood

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

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

D  Develop a strong sense of superiority

A  Compare their own characteristics to those of peers

B  reject conventional standards for moral behavior

C  Experience role confusion

D  Describe themselves in unrealistically positive terms

A  Industry

B  Identity

C  Trust

D  Autonomy

A  Shame

B   Inferiority

C   Industry 

D  Role confusion