Chapter 10 Quiz

A  Coparenting 

B  Joint physical custody

C  Authoritarian parenting

D  Mediation 

A  Joint custody 

B  Divorce mediation

C  Coregulation

D  Mediated custody

A  Max, his 11 year old son

B  Kate, his 9 year old daughter

C  Liem, his 3 year old son

D  Harry, his 6 year old son

A  More adjustment problems 

B  Better relationships with their parents

C  Higher self-esteem

D  Fewer behavior problems

A  8 to 10 year old has permissive parents 

B  5 to 7 year old is afraid of academic failure

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

D  11 to 13 year old, fears a bully

A  Exposure to fairy tales

B  School or neighborhood bullies

C  Exposure to negative information in media 

D  Direct exposure to frightening events

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

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

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

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  There is a strong relationship between stressful experiences and psychological disturbance 

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

A  Adjust better when allowed to face their abuser in court 

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Usually tell a parent or teacher what has happened

D  Trend to avoid sexual activity in adolescence 

A   Inhibited

B  Active

C  Easy

D  Impulsive

A  Thunder and lightning

B  The dark 

C  Ghosts and goblins

D  Peer rejection

A  Self-care

B  Rejected

C  Controversial

D  After-care

A  Are less likely to bend to peer pressure

B  Are more likely to engage in antisocial behavior

C  Show greater academic achievement 

D  Have fewer emotional difficulties

A  More immature social behavior 

B  Lower achievement 

C  Higher intelligence 

D  More gender-stereotyped beliefs

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

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

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

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  Distributive justice

B  Transitive inference 

C  Permissive parenting

D  Coregulation

A  Permissive

B  Uninvolved 

C  Authoritative 

D  Authoritarian 

A  Language arts; masculine

B  physical education; feminine

C  Music; masculine

D  Reading; feminine

A  Public speaking

B  Positive social skills

C  Public speaking

D  Personal defense 

A  The bully often targets the new friend

B  The new friend is often ostracized by other children 

C  Bullying often comes to an end

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

A  Rejected-withdrawn

B  Popular-prosocial 

C  Rejected-assertive

D  Popular-aggressive

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  Church

B  home

C  Society of peers

D  Extended family 

A  Jane, who has overly high self esteem 

B  Helen, who views others traits as fixed

C  Lisa, who views others traits as changeable

D  Angie, who has very low self esteem

A  Reject conventional standards for moral behavior

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

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

D  Have internalized rules for good conduct 

A  Think about thinking 

B  Redefine the situation and appraise it as unchangeable 

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

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

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

B  People’s expressions may not reflect their true feelings

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

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

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

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  Ability

B  Effort

C  Intelligence

D  Luck 

A  Insufficient effort

B  Bad luck

C  The malicious intent of another person

D  Ability

A  Make decisions for their children 

B   Encourage their children to stave for worthwhile goals

C  Use frequent social comparisons 

D  Use a firm, controlling parenting style

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

B  Have permissive parents

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

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

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

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  Describe themselves in unrealistically positive terms

C  Compare their own characteristics to those of peers

D  reject conventional standards for moral behavior

A  Trust

B  Identity

C  Industry

D  Autonomy

A   Industry 

B   Inferiority

C  Shame

D  Role confusion