Chapter 10 Quiz

A  Mediation 

B  Joint physical custody

C  Authoritarian parenting

D  Coparenting 

A  Coregulation

B  Mediated custody

C  Divorce mediation

D  Joint custody 

A  Kate, his 9 year old daughter

B  Max, his 11 year old son

C  Harry, his 6 year old son

D  Liem, his 3 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  5 to 7 year old is afraid of academic failure

C  8 to 10 year old has permissive parents 

D  11 to 13 year old, fears a bully

A  Exposure to fairy tales

B  Exposure to negative information in media 

C  Direct exposure to frightening events

D  School or neighborhood bullies

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

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

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

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

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

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

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

A  Trend to avoid sexual activity in adolescence 

B  Frequently displayed precocoious sexual knowledge and behavior 

C  Usually tell a parent or teacher what has happened

D  Adjust better when allowed to face their abuser in court 

A   Inhibited

B  Impulsive

C  Easy

D  Active

A  Thunder and lightning

B  Peer rejection

C  The dark 

D  Ghosts and goblins

A  Rejected

B  After-care

C  Controversial

D  Self-care

A  Are less likely to bend to peer pressure

B  Have fewer emotional difficulties

C  Are more likely to engage in antisocial behavior

D  Show greater academic achievement 

A  Higher intelligence 

B  More immature social behavior 

C  Lower achievement 

D  More gender-stereotyped beliefs

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

B  Fathers engage in as much caregiving as mothers

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

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

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

B   involves from parental control and greater child dependence

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

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

A  Distributive justice

B  Permissive parenting

C  Coregulation

D  Transitive inference 

A  Uninvolved 

B  Permissive

C  Authoritarian 

D  Authoritative 

A  Language arts; masculine

B  Reading; feminine

C  physical education; feminine

D  Music; 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  Bullying often comes to an end

C  The bully often targets the new friend

D  The new friend is often ostracized by other children 

A  Rejected-assertive

B  Rejected-withdrawn

C  Popular-prosocial 

D  Popular-aggressive

A  Combine academic and social competence

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

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

D  Show high rates of absenteeism and prosocial behavior

A  Extended family 

B  Church

C  home

D  Society of peers

A  Helen, who views others traits as fixed

B  Jane, who has overly high self esteem 

C  Angie, who has very low self esteem

D  Lisa, who views others traits as changeable

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

B  Reject conventional standards for moral behavior

C  Have internalized rules for good conduct 

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

A  Think about thinking 

B  Redefine the situation and appraise it as unchangeable 

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

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

A  Negative emotions are more frequent than positive emotions

B  People’s expressions may not reflect their true feelings

C  Postive and negative emotions cannot be experienced simultaneously 

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

A   Lying and cheating

B  Intentional wrongdoing

C   Depressive symptoms

D  Ignoring responsibilities 

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

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

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

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  Intelligence

B  Luck 

C  Ability

D  Effort

A  Bad luck

B  The malicious intent of another person

C  Insufficient effort

D  Ability

A  Use a firm, controlling parenting style

B   Encourage their children to stave for worthwhile goals

C  Use frequent social comparisons 

D  Make decisions for their children 

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

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

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

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  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  experience shame, the negative outcome of middle childhood

D  Develop a strong sense of superiority

A  Describe themselves in unrealistically positive terms

B  Compare their own characteristics to those of peers

C  reject conventional standards for moral behavior

D  Experience role confusion

A  Trust

B  Autonomy

C  Identity

D  Industry

A  Role confusion

B  Shame

C   Inferiority

D   Industry