Chapter 10 Quiz

A  Mediation 

B  Joint physical custody

C  Authoritarian parenting

D  Coparenting 

A  Divorce mediation

B  Mediated custody

C  Joint custody 

D  Coregulation

A  Liem, his 3 year old son

B  Max, his 11 year old son

C  Harry, his 6 year old son

D  Kate, his 9 year old daughter

A  More adjustment problems 

B  Better relationships with their parents

C  Higher self-esteem

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  5 to 7 year old is afraid of academic failure

D  8 to 10 year old has permissive parents 

A  Exposure to negative information in media 

B  Direct exposure to frightening events

C  School or neighborhood bullies

D  Exposure to fairy tales

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  Adjust better when allowed to face their abuser in court 

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Trend to avoid sexual activity in adolescence 

D  Usually tell a parent or teacher what has happened

A  Active

B  Impulsive

C   Inhibited

D  Easy

A  Ghosts and goblins

B  The dark 

C  Peer rejection

D  Thunder and lightning

A  Rejected

B  After-care

C  Controversial

D  Self-care

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  Lower achievement 

B  Higher intelligence 

C  More immature social behavior 

D  More gender-stereotyped beliefs

A  Fathers engage in as much caregiving as mothers

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 spend more time than meters with school-age children 

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

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

C   involves from parental control and greater child dependence

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

A  Transitive inference 

B  Distributive justice

C  Coregulation

D  Permissive parenting

A  Authoritarian 

B  Authoritative 

C  Uninvolved 

D  Permissive

A  Music; masculine

B  Reading; feminine

C  physical education; feminine

D  Language arts; masculine

A  Public speaking

B  Personal defense 

C  Positive social skills

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  Rejected-withdrawn

B  Rejected-assertive

C  Popular-aggressive

D  Popular-prosocial 

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

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

C  Combine academic and social competence

D  Show high rates of absenteeism and prosocial behavior

A  home

B  Society of peers

C  Church

D  Extended family 

A  Jane, who has overly high self esteem 

B  Lisa, who views others traits as changeable

C  Angie, who has very low self esteem

D  Helen, who views others traits as fixed

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

B  Reject conventional standards for moral behavior

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

D  Have internalized rules for good conduct 

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

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

C  Redefine the situation and appraise it as unchangeable 

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  Intentional wrongdoing

B   Depressive symptoms

C  Ignoring responsibilities 

D   Lying and cheating

A  Following a failure, children are given repeated feedback that helps them revise their attributions, such as “You can do it if you try harder.”

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

A  Intelligence

B  Effort

C  Ability

D  Luck 

A  Ability

B  The malicious intent of another person

C  Bad luck

D  Insufficient effort

A  Use frequent social comparisons 

B  Make decisions for their children 

C   Encourage their children to stave for worthwhile goals

D  Use a firm, controlling parenting style

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

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

C  Spend longer hours in child care

D  Have permissive parents

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

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

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

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

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

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

A  Develop a strong sense of superiority

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

C  experience shame, the negative outcome of middle childhood

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

A  reject conventional standards for moral behavior

B  Experience role confusion

C  Describe themselves in unrealistically positive terms

D  Compare their own characteristics to those of peers

A  Trust

B  Industry

C  Autonomy

D  Identity

A   Industry 

B  Shame

C   Inferiority

D  Role confusion