Chapter 10 Quiz

A  Authoritarian parenting

B  Mediation 

C  Joint physical custody

D  Coparenting 

A  Joint custody 

B  Mediated custody

C  Coregulation

D  Divorce mediation

A  Liem, his 3 year old son

B  Harry, his 6 year old son

C  Max, his 11 year old son

D  Kate, his 9 year old daughter

A  Fewer behavior problems

B  Higher self-esteem

C  Better relationships with their parents

D  More adjustment 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  5 to 7 year old is afraid of academic failure

D  11 to 13 year old, fears a bully

A  Direct exposure to frightening events

B  Exposure to fairy tales

C  School or neighborhood bullies

D  Exposure to negative information in media 

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

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

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

D  Is a preexisting attribute weather than a capacity that develops over time

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

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

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  Easy

C  Active

D  Impulsive

A  The dark 

B  Ghosts and goblins

C  Thunder and lightning

D  Peer rejection

A  After-care

B  Rejected

C  Controversial

D  Self-care

A  Are less likely to bend to peer pressure

B  Have fewer emotional difficulties

C  Show greater academic achievement 

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

B  Fathers engage in as much caregiving as mothers

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 a permissive child-rearing style where the child takes responsibly or making 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 an agreement between parents and other caregivers to be consistent with rules 

A  Distributive justice

B  Permissive parenting

C  Transitive inference 

D  Coregulation

A  Authoritative 

B  Authoritarian 

C  Permissive

D  Uninvolved 

A  physical education; feminine

B  Language arts; masculine

C  Music; masculine

D  Reading; feminine

A  Public speaking

B  Personal defense 

C  Positive social skills

D  Public speaking

A  The bully often targets the new friend

B  Bullying often comes to an end

C  The new friend is often ostracized by other children 

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

A  Popular-prosocial 

B  Rejected-assertive

C  Rejected-withdrawn

D  Popular-aggressive

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

B  Show high rates of absenteeism and prosocial behavior

C  Combine academic and social competence

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

A  Extended family 

B  Church

C  Society of peers

D  home

A  Angie, who has very low self esteem

B  Lisa, who views others traits as changeable

C  Jane, who has overly high 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  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  Think about thinking 

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

A  Postive and negative emotions cannot be experienced simultaneously 

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

C  People’s expressions may not reflect their true feelings

D  Negative emotions are more frequent than positive emotions

A  Ignoring responsibilities 

B   Depressive symptoms

C  Intentional wrongdoing

D   Lying and cheating

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

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

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

A  Ability

B  Luck 

C  Intelligence

D  Effort

A  Ability

B  Bad luck

C  The malicious intent of another person

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

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

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

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

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

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

C  Develop a strong sense of superiority

D  experience shame, the negative outcome of middle childhood

A  Experience role confusion

B  reject conventional standards for moral behavior

C  Describe themselves in unrealistically positive terms

D  Compare their own characteristics to those of peers

A  Identity

B  Autonomy

C  Industry

D  Trust

A  Role confusion

B   Industry 

C  Shame

D   Inferiority