Chapter 10 Quiz

A  Mediation 

B  Coparenting 

C  Authoritarian parenting

D  Joint physical custody

A  Joint custody 

B  Coregulation

C  Divorce mediation

D  Mediated 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  Higher self-esteem

B  More adjustment problems 

C  Better relationships with their parents

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 negative information in media 

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 a preexisting attribute weather than a capacity that develops over time

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

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  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  Impulsive

C   Inhibited

D  Easy

A  Thunder and lightning

B  Ghosts and goblins

C  The dark 

D  Peer rejection

A  Self-care

B  Controversial

C  After-care

D  Rejected

A  Are more likely to engage in antisocial behavior

B  Are less likely to bend to peer pressure

C  Have fewer emotional difficulties

D  Show greater academic achievement 

A  More immature social behavior 

B  Lower achievement 

C  More gender-stereotyped beliefs

D  Higher intelligence 

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

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

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

D  Fathers engage in as much caregiving as mothers

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

B   involves from parental control and greater child dependence

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

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

A  Coregulation

B  Transitive inference 

C  Distributive justice

D  Permissive parenting

A  Uninvolved 

B  Permissive

C  Authoritarian 

D  Authoritative 

A  Reading; feminine

B  Language arts; masculine

C  physical education; feminine

D  Music; masculine

A  Personal defense 

B  Public speaking

C  Public speaking

D  Positive social skills

A  Bullying often comes to an end

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

C  The bully often targets the new friend

D  The new friend is often ostracized by other children 

A  Popular-aggressive

B  Rejected-withdrawn

C  Popular-prosocial 

D  Rejected-assertive

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

B  Show high rates of absenteeism and prosocial behavior

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

D  Combine academic and social competence

A  Extended family 

B  home

C  Church

D  Society of peers

A  Angie, who has very low self esteem

B  Helen, who views others traits as fixed

C  Jane, who has overly high self esteem 

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  Have internalized rules for good conduct 

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

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  Postive and negative emotions cannot be experienced simultaneously 

B  Negative emotions are more frequent than positive emotions

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

D  People’s expressions may not reflect their true feelings

A   Depressive symptoms

B   Lying and cheating

C  Ignoring responsibilities 

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

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  Ability

C  Effort

D  Luck 

A  Bad luck

B  The malicious intent of another person

C  Ability

D  Insufficient effort

A  Use a firm, controlling parenting style

B  Make decisions for their children 

C   Encourage their children to stave for worthwhile goals

D  Use frequent social comparisons 

A  Have permissive parents

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

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

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

A  Develop a strong sense of superiority

B  experience shame, the negative outcome of middle childhood

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

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

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  Identity

B  Industry

C  Trust

D  Autonomy

A   Industry 

B   Inferiority

C  Shame

D  Role confusion