Chapter 10 Quiz

A  Coparenting 

B  Authoritarian parenting

C  Joint physical custody

D  Mediation 

A  Joint custody 

B  Divorce mediation

C  Mediated custody

D  Coregulation

A  Max, his 11 year old son

B  Harry, his 6 year old son

C  Liem, his 3 year old son

D  Kate, his 9 year old daughter

A  Better relationships with their parents

B  More adjustment problems 

C  Fewer behavior problems

D  Higher self-esteem

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  Exposure to negative information in media 

B  Exposure to fairy tales

C  School or neighborhood bullies

D  Direct exposure to frightening events

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

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

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  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  Usually tell a parent or teacher what has happened

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Adjust better when allowed to face their abuser in court 

A  Easy

B   Inhibited

C  Impulsive

D  Active

A  Ghosts and goblins

B  The dark 

C  Peer rejection

D  Thunder and lightning

A  Controversial

B  After-care

C  Rejected

D  Self-care

A  Show greater academic achievement 

B  Are less likely to bend to peer pressure

C  Are more likely to engage in antisocial behavior

D  Have fewer emotional difficulties

A  Higher intelligence 

B  Lower achievement 

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 spend more time than meters with school-age children 

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

D  Fathers engage in as much caregiving as mothers

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

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

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

D   involves from parental control and greater child dependence

A  Transitive inference 

B  Permissive parenting

C  Distributive justice

D  Coregulation

A  Permissive

B  Authoritative 

C  Uninvolved 

D  Authoritarian 

A  physical education; feminine

B  Music; masculine

C  Reading; feminine

D  Language arts; masculine

A  Personal defense 

B  Positive social skills

C  Public speaking

D  Public speaking

A  Bullying often comes to an end

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

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-aggressive

D  Popular-prosocial 

A  Combine academic and social competence

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

C  Show high rates of absenteeism and prosocial behavior

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

A  home

B  Society of peers

C  Extended family 

D  Church

A  Lisa, who views others traits as changeable

B  Helen, who views others traits as fixed

C  Angie, who has very low self esteem

D  Jane, who has overly high self esteem 

A  Reject conventional standards for moral behavior

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

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

D  Have internalized rules for good conduct 

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

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

C  Think about thinking 

D  Redefine the situation and appraise it as unchangeable 

A  Postive and negative emotions cannot be experienced simultaneously 

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

C  Negative emotions are more frequent than positive emotions

D  People’s expressions may not reflect their true feelings

A   Depressive symptoms

B  Ignoring responsibilities 

C   Lying and cheating

D  Intentional wrongdoing

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

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

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

A  Effort

B  Intelligence

C  Luck 

D  Ability

A  Bad luck

B  Ability

C  Insufficient effort

D  The malicious intent of another person

A  Use a firm, controlling parenting style

B  Make decisions for their children 

C  Use frequent social comparisons 

D   Encourage their children to stave for worthwhile goals

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

B  Spend longer hours in child care

C  Have permissive parents

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

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

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

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

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

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

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

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

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

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  reject conventional standards for moral behavior

B  Experience role confusion

C  Compare their own characteristics to those of peers

D  Describe themselves in unrealistically positive terms

A  Identity

B  Autonomy

C  Industry

D  Trust

A  Role confusion

B   Inferiority

C   Industry 

D  Shame