Chapter 10 Quiz

A  Mediation 

B  Authoritarian parenting

C  Joint physical custody

D  Coparenting 

A  Coregulation

B  Divorce mediation

C  Mediated custody

D  Joint custody 

A  Kate, his 9 year old daughter

B  Harry, his 6 year old son

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  Higher self-esteem

D  More adjustment 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 negative information in media 

B  Direct exposure to frightening events

C  Exposure to fairy tales

D  School or neighborhood bullies

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

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

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

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

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

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

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

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  Active

C  Impulsive

D  Easy

A  The dark 

B  Peer rejection

C  Thunder and lightning

D  Ghosts and goblins

A  Controversial

B  After-care

C  Rejected

D  Self-care

A  Have fewer emotional difficulties

B  Are less likely to bend to peer pressure

C  Show greater academic achievement 

D  Are more likely to engage in antisocial behavior

A  Lower achievement 

B  More immature social behavior 

C  More gender-stereotyped beliefs

D  Higher intelligence 

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

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 engage in as much caregiving as mothers

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  Transitive inference 

B  Permissive parenting

C  Coregulation

D  Distributive justice

A  Uninvolved 

B  Authoritarian 

C  Authoritative 

D  Permissive

A  Reading; feminine

B  Language arts; masculine

C  physical education; feminine

D  Music; masculine

A  Positive social skills

B  Public speaking

C  Personal defense 

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 new friend is often ostracized by other children 

D  The bully often targets the new friend

A  Rejected-withdrawn

B  Popular-prosocial 

C  Popular-aggressive

D  Rejected-assertive

A  Combine academic and social competence

B  Show high rates of absenteeism and prosocial behavior

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

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

A  Church

B  Extended family 

C  home

D  Society of peers

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

B  Have internalized rules for good conduct 

C  Reject conventional standards for moral behavior

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

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  Negative emotions are more frequent than positive emotions

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

C  Postive and negative emotions cannot be experienced simultaneously 

D  People’s expressions may not reflect their true feelings

A  Ignoring responsibilities 

B   Depressive symptoms

C   Lying and cheating

D  Intentional wrongdoing

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  Effort

C  Luck 

D  Intelligence

A  Insufficient effort

B  Ability

C  Bad luck

D  The malicious intent of another person

A  Use frequent social comparisons 

B  Use a firm, controlling parenting style

C   Encourage their children to stave for worthwhile goals

D  Make decisions for their children 

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

B  Have permissive parents

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

D  Spend longer hours in child care

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

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

A  experience shame, the negative outcome of middle childhood

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

C  Develop a strong sense of superiority

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

A  Describe themselves in unrealistically positive terms

B  reject conventional standards for moral behavior

C  Compare their own characteristics to those of peers

D  Experience role confusion

A  Industry

B  Trust

C  Autonomy

D  Identity

A  Role confusion

B   Industry 

C   Inferiority

D  Shame