Chapter 10 Quiz

A  Coparenting 

B  Joint physical custody

C  Mediation 

D  Authoritarian parenting

A  Joint custody 

B  Coregulation

C  Divorce mediation

D  Mediated custody

A  Harry, his 6 year old son

B  Max, his 11 year old son

C  Kate, his 9 year old daughter

D  Liem, his 3 year old son

A  Higher self-esteem

B  Better relationships with their parents

C  Fewer behavior problems

D  More adjustment problems 

A  8 to 10 year old has permissive parents 

B  11 to 13 year old, fears a bully

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

D  5 to 7 year old is afraid of academic failure

A  Exposure to negative information in media 

B  Exposure to fairy tales

C  Direct exposure to frightening events

D  School or neighborhood bullies

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

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

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  Traits and experiences that protect children against psychological disturbance are unknown

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

A  Adjust better when allowed to face their abuser in court 

B  Usually tell a parent or teacher what has happened

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Trend to avoid sexual activity in adolescence 

A  Impulsive

B  Active

C  Easy

D   Inhibited

A  Ghosts and goblins

B  The dark 

C  Peer rejection

D  Thunder and lightning

A  Self-care

B  Rejected

C  After-care

D  Controversial

A  Are less likely to bend to peer pressure

B  Show greater academic achievement 

C  Are more likely to engage in antisocial behavior

D  Have fewer emotional difficulties

A  More gender-stereotyped beliefs

B  Higher intelligence 

C  Lower achievement 

D  More immature social behavior 

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

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

C  Fathers engage in as much caregiving as mothers

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

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

B   involves from parental control and greater child dependence

C  Is an agreement between parents and other caregivers to be consistent with 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  Authoritarian 

B  Permissive

C  Authoritative 

D  Uninvolved 

A  Music; masculine

B  Reading; feminine

C  physical education; feminine

D  Language arts; masculine

A  Positive social skills

B  Public speaking

C  Personal defense 

D  Public speaking

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-assertive

C  Rejected-withdrawn

D  Popular-prosocial 

A  Combine academic and social competence

B  Show high rates of absenteeism and prosocial behavior

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

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

A  Church

B  Extended family 

C  home

D  Society of peers

A  Lisa, who views others traits as changeable

B  Angie, who has very low self esteem

C  Jane, who has overly high self esteem 

D  Helen, who views others traits as fixed

A  Have internalized rules for good conduct 

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

C  Reject conventional standards for moral behavior

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

A  Think about thinking 

B  Redefine the situation and appraise it as unchangeable 

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

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

A  Postive and negative emotions cannot be experienced simultaneously 

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

C  People’s expressions may not reflect their true feelings

D  Negative emotions are more frequent than positive emotions

A   Lying and cheating

B  Intentional wrongdoing

C  Ignoring responsibilities 

D   Depressive symptoms

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

A  Ability

B  Effort

C  Luck 

D  Intelligence

A  Ability

B  Bad luck

C  Insufficient effort

D  The malicious intent of another person

A  Make decisions for their children 

B  Use a firm, controlling parenting style

C  Use frequent social comparisons 

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

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

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  experience shame, the negative outcome of middle childhood

B  Develop a strong sense of superiority

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  Autonomy

B  Industry

C  Identity

D  Trust

A  Role confusion

B   Industry 

C   Inferiority

D  Shame