Chapter 10 Quiz

A  Mediation 

B  Authoritarian parenting

C  Coparenting 

D  Joint physical custody

A  Mediated custody

B  Divorce mediation

C  Joint custody 

D  Coregulation

A  Liem, his 3 year old son

B  Harry, his 6 year old son

C  Kate, his 9 year old daughter

D  Max, his 11 year old son

A  Fewer behavior problems

B  More adjustment problems 

C  Higher self-esteem

D  Better relationships with their parents

A  11 to 13 year old, fears a bully

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

C  8 to 10 year old has permissive parents 

D  5 to 7 year old is afraid of academic failure

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

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 with a mastery-oriented approach to new situations

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

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

C  Often just one or a few protective factors account for a child being “stress-resilient”

A  Usually tell a parent or teacher what has happened

B  Adjust better when allowed to face their abuser in court 

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Trend to avoid sexual activity in adolescence 

A  Easy

B  Active

C   Inhibited

D  Impulsive

A  The dark 

B  Ghosts and goblins

C  Thunder and lightning

D  Peer rejection

A  Controversial

B  Self-care

C  After-care

D  Rejected

A  Are more likely to engage in antisocial behavior

B  Show greater academic achievement 

C  Are less likely to bend to peer pressure

D  Have fewer emotional difficulties

A  Higher intelligence 

B  Lower achievement 

C  More immature social behavior 

D  More gender-stereotyped beliefs

A  Fathers engage in as much caregiving as mothers

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

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

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

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 from parental control and greater child dependence

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

A  Transitive inference 

B  Permissive parenting

C  Coregulation

D  Distributive justice

A  Authoritative 

B  Uninvolved 

C  Permissive

D  Authoritarian 

A  Music; masculine

B  Reading; feminine

C  physical education; feminine

D  Language arts; masculine

A  Personal defense 

B  Public speaking

C  Positive social skills

D  Public speaking

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

B  The bully often targets the new friend

C  Bullying often comes to an end

D  The new friend is often ostracized by other children 

A  Rejected-assertive

B  Popular-prosocial 

C  Popular-aggressive

D  Rejected-withdrawn

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

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

C  Combine academic and social competence

D  Show high rates of absenteeism and prosocial behavior

A  Society of peers

B  Church

C  home

D  Extended family 

A  Lisa, who views others traits as changeable

B  Angie, who has very low self esteem

C  Helen, who views others traits as fixed

D  Jane, who has overly high self esteem 

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

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

C  Reject conventional standards for moral behavior

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  Postive and negative emotions cannot be experienced simultaneously 

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

D  People’s expressions may not reflect their true feelings

A  Ignoring responsibilities 

B  Intentional wrongdoing

C   Depressive symptoms

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

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

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

A  Luck 

B  Effort

C  Intelligence

D  Ability

A  Insufficient effort

B  Bad luck

C  Ability

D  The malicious intent of another person

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  Spend longer hours in child care

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

C  Have permissive parents

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

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

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

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

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

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

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

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

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

A  experience shame, the negative outcome of middle childhood

B  Develop a strong sense of superiority

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

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

A  Describe themselves in unrealistically positive terms

B  Experience role confusion

C  reject conventional standards for moral behavior

D  Compare their own characteristics to those of peers

A  Trust

B  Autonomy

C  Industry

D  Identity

A   Industry 

B  Role confusion

C   Inferiority

D  Shame