Chapter 10 Quiz

A  Joint physical custody

B  Authoritarian parenting

C  Coparenting 

D  Mediation 

A  Joint custody 

B  Divorce mediation

C  Coregulation

D  Mediated custody

A  Harry, his 6 year old son

B  Liem, his 3 year old son

C  Kate, his 9 year old daughter

D  Max, his 11 year old son

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  8 to 10 year old has permissive parents 

C  11 to 13 year old, fears a bully

D  5 to 7 year old is afraid of academic failure

A  Exposure to fairy tales

B  Direct exposure to frightening events

C  School or neighborhood bullies

D  Exposure to negative information in media 

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  Trend to avoid sexual activity in adolescence 

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Usually tell a parent or teacher what has happened

A  Easy

B  Active

C  Impulsive

D   Inhibited

A  Peer rejection

B  Thunder and lightning

C  The dark 

D  Ghosts and goblins

A  Controversial

B  Self-care

C  Rejected

D  After-care

A  Are more likely to engage in antisocial behavior

B  Show greater academic achievement 

C  Have fewer emotional difficulties

D  Are less likely to bend to peer pressure

A  Higher intelligence 

B  More immature social behavior 

C  More gender-stereotyped beliefs

D  Lower achievement 

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

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

C  Fathers engage in as much caregiving as mothers

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

A   involves from parental control and greater child dependence

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

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

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

A  Permissive parenting

B  Distributive justice

C  Coregulation

D  Transitive inference 

A  Permissive

B  Authoritarian 

C  Uninvolved 

D  Authoritative 

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  Bullying often comes to an end

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

D  The bully often targets the new friend

A  Rejected-assertive

B  Popular-aggressive

C  Rejected-withdrawn

D  Popular-prosocial 

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

B  Combine academic and social competence

C  Show high rates of absenteeism and prosocial behavior

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

A  Church

B  Extended family 

C  home

D  Society of peers

A  Jane, who has overly high self esteem 

B  Angie, who has very low self esteem

C  Lisa, who views others traits as changeable

D  Helen, who views others traits as fixed

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

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

C  Reject conventional standards for moral behavior

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  Postive and negative emotions cannot be experienced simultaneously 

B  People’s expressions may not reflect their true feelings

C  Negative emotions are more frequent than positive emotions

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

A  Intentional wrongdoing

B   Lying and cheating

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  Intelligence

B  Effort

C  Luck 

D  Ability

A  Insufficient effort

B  The malicious intent of another person

C  Bad luck

D  Ability

A  Use a firm, controlling parenting style

B   Encourage their children to stave for worthwhile goals

C  Make decisions for their children 

D  Use frequent social comparisons 

A  Have permissive parents

B  Spend longer hours in child care

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

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

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

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

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

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

C  Develop a strong sense of superiority

D  experience shame, the negative outcome of middle childhood

A  Describe themselves in unrealistically positive terms

B  reject conventional standards for moral behavior

C  Compare their own characteristics to those of peers

D  Experience role confusion

A  Trust

B  Identity

C  Autonomy

D  Industry

A  Shame

B   Industry 

C  Role confusion

D   Inferiority