Chapter 10 Quiz

A  Joint physical custody

B  Mediation 

C  Authoritarian parenting

D  Coparenting 

A  Joint custody 

B  Coregulation

C  Divorce mediation

D  Mediated custody

A  Harry, his 6 year old son

B  Liem, his 3 year old son

C  Max, his 11 year old son

D  Kate, his 9 year old daughter

A  Better relationships with their parents

B  More adjustment problems 

C  Higher self-esteem

D  Fewer behavior problems

A  5 to 7 year old is afraid of academic failure

B  8 to 10 year old has permissive parents 

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

D  11 to 13 year old, fears a bully

A  Direct exposure to frightening events

B  Exposure to fairy tales

C  Exposure to negative information in media 

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

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

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  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  Active

B   Inhibited

C  Impulsive

D  Easy

A  Peer rejection

B  Ghosts and goblins

C  Thunder and lightning

D  The dark 

A  Rejected

B  Controversial

C  After-care

D  Self-care

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  More immature social behavior 

B  More gender-stereotyped beliefs

C  Higher intelligence 

D  Lower achievement 

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   involves from parental control and greater child dependence

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

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

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

A  Distributive justice

B  Transitive inference 

C  Permissive parenting

D  Coregulation

A  Uninvolved 

B  Permissive

C  Authoritative 

D  Authoritarian 

A  Music; masculine

B  physical education; feminine

C  Language arts; masculine

D  Reading; feminine

A  Public speaking

B  Public speaking

C  Positive social skills

D  Personal defense 

A  The new friend is often ostracized by other children 

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

C  Bullying often comes to an end

D  The bully often targets the new friend

A  Rejected-assertive

B  Popular-prosocial 

C  Rejected-withdrawn

D  Popular-aggressive

A  Combine academic and social competence

B  Show high rates of absenteeism and prosocial behavior

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

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

A  Society of peers

B  home

C  Church

D  Extended family 

A  Angie, who has very low self esteem

B  Jane, who has overly high self esteem 

C  Helen, who views others traits as fixed

D  Lisa, who views others traits as changeable

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  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  People’s expressions may not reflect their true feelings

B  Negative emotions are more frequent than positive emotions

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

D  Postive and negative emotions cannot be experienced simultaneously 

A  Ignoring responsibilities 

B  Intentional wrongdoing

C   Depressive symptoms

D   Lying and cheating

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

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

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

A  Effort

B  Ability

C  Luck 

D  Intelligence

A  The malicious intent of another person

B  Ability

C  Bad luck

D  Insufficient effort

A  Make decisions for their children 

B  Use a firm, controlling parenting style

C   Encourage their children to stave for worthwhile goals

D  Use frequent social comparisons 

A  Have permissive parents

B  Spend longer hours in child care

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

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

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

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

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

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

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

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

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

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

A  Develop a strong sense of superiority

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

C  experience shame, the negative outcome of middle childhood

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  Shame

B  Role confusion

C   Industry 

D   Inferiority