Chapter 10 Quiz

A  Joint physical custody

B  Mediation 

C  Coparenting 

D  Authoritarian parenting

A  Joint custody 

B  Coregulation

C  Divorce mediation

D  Mediated custody

A  Kate, his 9 year old daughter

B  Max, his 11 year old son

C  Liem, his 3 year old son

D  Harry, his 6 year old son

A  Fewer behavior problems

B  Better relationships with their parents

C  Higher self-esteem

D  More adjustment problems 

A  8 to 10 year old has permissive parents 

B  11 to 13 year old, fears a bully

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

D  5 to 7 year old is afraid of academic failure

A  School or neighborhood bullies

B  Exposure to fairy tales

C  Direct exposure to frightening events

D  Exposure to negative information in media 

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

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

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

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  Adjust better when allowed to face their abuser in court 

B  Trend to avoid sexual activity in adolescence 

C  Usually tell a parent or teacher what has happened

D  Frequently displayed precocoious sexual knowledge and behavior 

A  Easy

B  Active

C  Impulsive

D   Inhibited

A  Peer rejection

B  Ghosts and goblins

C  Thunder and lightning

D  The dark 

A  After-care

B  Self-care

C  Rejected

D  Controversial

A  Have fewer emotional difficulties

B  Show greater academic achievement 

C  Are less likely to bend to peer pressure

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 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   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   involves from parental control and greater child dependence

A  Distributive justice

B  Transitive inference 

C  Coregulation

D  Permissive parenting

A  Permissive

B  Authoritative 

C  Authoritarian 

D  Uninvolved 

A  physical education; feminine

B  Music; masculine

C  Reading; feminine

D  Language arts; masculine

A  Positive social skills

B  Public speaking

C  Public speaking

D  Personal defense 

A  The new friend is often ostracized by other children 

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

C  Bullying often comes to an end

D  The bully often targets the new friend

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  Church

B  Extended family 

C  Society of peers

D  home

A  Helen, who views others traits as fixed

B  Angie, who has very low self esteem

C  Jane, who has overly high self esteem 

D  Lisa, who views others traits as changeable

A  Reject conventional standards for moral behavior

B  Have internalized rules for good conduct 

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

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

A  Redefine the situation and appraise it as unchangeable 

B  Think about thinking 

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

D  Negative emotions are more frequent than positive emotions

A   Lying and cheating

B  Intentional wrongdoing

C   Depressive symptoms

D  Ignoring responsibilities 

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

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

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

A  Luck 

B  Effort

C  Ability

D  Intelligence

A  The malicious intent of another person

B  Insufficient effort

C  Ability

D  Bad luck

A  Make decisions for their children 

B  Use frequent social comparisons 

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

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

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

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

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

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

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

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

C  Develop a strong sense of superiority

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

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  Identity

B  Industry

C  Trust

D  Autonomy

A  Shame

B   Inferiority

C   Industry 

D  Role confusion