Chapter 10 Quiz

A  Authoritarian parenting

B  Coparenting 

C  Mediation 

D  Joint physical custody

A  Coregulation

B  Divorce mediation

C  Mediated custody

D  Joint custody 

A  Max, his 11 year old son

B  Kate, his 9 year old daughter

C  Harry, his 6 year old son

D  Liem, his 3 year old son

A  Better relationships with their parents

B  More adjustment problems 

C  Higher self-esteem

D  Fewer behavior problems

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

B  11 to 13 year old, fears a bully

C  8 to 10 year old has permissive parents 

D  5 to 7 year old is afraid of academic failure

A  Direct exposure to frightening events

B  Exposure to fairy tales

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

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  Usually tell a parent or teacher what has happened

C  Adjust better when allowed to face their abuser in court 

D  Trend to avoid sexual activity in adolescence 

A  Easy

B  Impulsive

C  Active

D   Inhibited

A  The dark 

B  Peer rejection

C  Ghosts and goblins

D  Thunder and lightning

A  Controversial

B  After-care

C  Rejected

D  Self-care

A  Are more likely to engage in antisocial behavior

B  Have fewer emotional difficulties

C  Are less likely to bend to peer pressure

D  Show greater academic achievement 

A  More gender-stereotyped beliefs

B  Lower achievement 

C  More immature social behavior 

D  Higher intelligence 

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

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 spend more time than meters with school-age children 

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

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   involves from parental control and greater child dependence

A  Distributive justice

B  Permissive parenting

C  Transitive inference 

D  Coregulation

A  Authoritarian 

B  Uninvolved 

C  Authoritative 

D  Permissive

A  Language arts; masculine

B  Reading; feminine

C  physical education; feminine

D  Music; masculine

A  Personal defense 

B  Public speaking

C  Public speaking

D  Positive social skills

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

B  The bully often targets the new friend

C  Bullying often comes to an end

D  The new friend is often ostracized by other children 

A  Rejected-assertive

B  Popular-prosocial 

C  Popular-aggressive

D  Rejected-withdrawn

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

B  Show high rates of absenteeism and prosocial behavior

C  Combine academic and social competence

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

A  home

B  Society of peers

C  Church

D  Extended family 

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

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

C  Think about thinking 

D  Redefine the situation and appraise it as unchangeable 

A  Postive and negative emotions cannot be experienced simultaneously 

B  People’s expressions may not reflect their true feelings

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

D  Negative emotions are more frequent than positive emotions

A  Intentional wrongdoing

B   Depressive symptoms

C   Lying and cheating

D  Ignoring responsibilities 

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

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

A  Ability

B  Luck 

C  Intelligence

D  Effort

A  Insufficient effort

B  Bad luck

C  Ability

D  The malicious intent of another person

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  Spend longer hours in child care

C  Have permissive parents

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

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

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

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

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

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

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

A  Develop a strong sense of superiority

B  experience shame, the negative outcome of middle childhood

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

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

A  Compare their own characteristics to those of peers

B  reject conventional standards for moral behavior

C  Describe themselves in unrealistically positive terms

D  Experience role confusion

A  Trust

B  Industry

C  Autonomy

D  Identity

A   Industry 

B  Shame

C   Inferiority

D  Role confusion