Chapter 10 Quiz

A  Coparenting 

B  Joint physical custody

C  Mediation 

D  Authoritarian parenting

A  Coregulation

B  Mediated custody

C  Divorce mediation

D  Joint custody 

A  Kate, his 9 year old daughter

B  Harry, his 6 year old son

C  Liem, his 3 year old son

D  Max, his 11 year old son

A  Better relationships with their parents

B  Higher self-esteem

C  More adjustment problems 

D  Fewer behavior problems

A  11 to 13 year old, fears a bully

B  8 to 10 year old has permissive parents 

C  5 to 7 year old is afraid of academic failure

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

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

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  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  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   Inhibited

B  Impulsive

C  Active

D  Easy

A  The dark 

B  Ghosts and goblins

C  Thunder and lightning

D  Peer rejection

A  After-care

B  Controversial

C  Self-care

D  Rejected

A  Show greater academic achievement 

B  Are less likely to bend to peer pressure

C  Have fewer emotional difficulties

D  Are more likely to engage in antisocial behavior

A  Higher intelligence 

B  More gender-stereotyped beliefs

C  More immature social behavior 

D  Lower achievement 

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

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

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

D   involves from parental control and greater child dependence

A  Coregulation

B  Permissive parenting

C  Distributive justice

D  Transitive inference 

A  Authoritarian 

B  Authoritative 

C  Permissive

D  Uninvolved 

A  Reading; feminine

B  physical education; feminine

C  Music; masculine

D  Language arts; masculine

A  Personal defense 

B  Public speaking

C  Positive social skills

D  Public speaking

A  Bullying often comes to an end

B  The new friend is often ostracized by other children 

C  The bully often targets the new friend

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

A  Popular-prosocial 

B  Rejected-withdrawn

C  Popular-aggressive

D  Rejected-assertive

A  Combine academic and social competence

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

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

D  Show high rates of absenteeism and prosocial behavior

A  Extended family 

B  home

C  Society of peers

D  Church

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  Reject conventional standards for moral behavior

B  Have internalized rules for good conduct 

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

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

A  Redefine the situation and appraise it as unchangeable 

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

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

D  Think about thinking 

A  Negative emotions are more frequent than positive emotions

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

C  Postive and negative emotions cannot be experienced simultaneously 

D  People’s expressions may not reflect their true feelings

A   Lying and cheating

B   Depressive symptoms

C  Ignoring responsibilities 

D  Intentional wrongdoing

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

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  Effort

B  Luck 

C  Intelligence

D  Ability

A  The malicious intent of another person

B  Bad luck

C  Ability

D  Insufficient effort

A  Make decisions for their children 

B   Encourage their children to stave for worthwhile goals

C  Use a firm, controlling parenting style

D  Use frequent social comparisons 

A  Spend longer hours in child care

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

C  Have permissive parents

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

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

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

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

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

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

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

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

B  experience shame, the negative outcome of middle childhood

C  Develop a strong sense of superiority

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

A  Compare their own characteristics to those of peers

B  Experience role confusion

C  reject conventional standards for moral behavior

D  Describe themselves in unrealistically positive terms

A  Autonomy

B  Identity

C  Trust

D  Industry

A  Role confusion

B  Shame

C   Inferiority

D   Industry