Chapter 10 Quiz

A  Joint physical custody

B  Mediation 

C  Coparenting 

D  Authoritarian parenting

A  Joint custody 

B  Mediated custody

C  Divorce mediation

D  Coregulation

A  Harry, his 6 year old son

B  Kate, his 9 year old daughter

C  Liem, his 3 year old son

D  Max, his 11 year old son

A  Fewer behavior problems

B  Better relationships with their parents

C  More adjustment problems 

D  Higher self-esteem

A  8 to 10 year old has permissive parents 

B  5 to 7 year old is afraid of academic failure

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

D  11 to 13 year old, fears a bully

A  Exposure to negative information in media 

B  School or neighborhood bullies

C  Exposure to fairy tales

D  Direct exposure to frightening events

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 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  Traits and experiences that protect children against psychological disturbance are unknown

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

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  Usually tell a parent or teacher what has happened

D  Trend to avoid sexual activity in adolescence 

A  Easy

B  Active

C  Impulsive

D   Inhibited

A  Ghosts and goblins

B  The dark 

C  Thunder and lightning

D  Peer rejection

A  After-care

B  Controversial

C  Rejected

D  Self-care

A  Have fewer emotional difficulties

B  Show greater academic achievement 

C  Are more likely to engage in antisocial behavior

D  Are less likely to bend to peer pressure

A  More gender-stereotyped beliefs

B  Lower achievement 

C  More immature social behavior 

D  Higher intelligence 

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

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

C  Fathers engage in as much caregiving as mothers

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 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  Permissive

C  Authoritarian 

D  Uninvolved 

A  physical education; feminine

B  Reading; feminine

C  Language arts; masculine

D  Music; masculine

A  Public speaking

B  Positive social skills

C  Personal defense 

D  Public speaking

A  The new friend is often ostracized by other children 

B  The bully often targets the new friend

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

D  Bullying often comes to an end

A  Popular-aggressive

B  Popular-prosocial 

C  Rejected-withdrawn

D  Rejected-assertive

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  Church

B  Society of peers

C  home

D  Extended family 

A  Angie, who has very low self esteem

B  Jane, who has overly high self esteem 

C  Helen, who views others traits as fixed

D  Lisa, who views others traits as changeable

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  Think about thinking 

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

D  Redefine the situation and appraise it as unchangeable 

A  People’s expressions may not reflect their true feelings

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

C  Negative emotions are more frequent than positive emotions

D  Postive and negative emotions cannot be experienced simultaneously 

A  Intentional wrongdoing

B   Lying and cheating

C  Ignoring responsibilities 

D   Depressive symptoms

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

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  Luck 

B  Intelligence

C  Ability

D  Effort

A  Ability

B  The malicious intent of another person

C  Bad luck

D  Insufficient effort

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

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

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

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  Experience role confusion

B  Compare their own characteristics to those of peers

C  reject conventional standards for moral behavior

D  Describe themselves in unrealistically positive terms

A  Identity

B  Industry

C  Autonomy

D  Trust

A   Inferiority

B   Industry 

C  Role confusion

D  Shame