Chapter 10 Quiz

A  Coparenting 

B  Joint physical custody

C  Authoritarian parenting

D  Mediation 

A  Mediated custody

B  Divorce mediation

C  Coregulation

D  Joint custody 

A  Liem, his 3 year old son

B  Harry, his 6 year old son

C  Max, his 11 year old son

D  Kate, his 9 year old daughter

A  More adjustment problems 

B  Fewer behavior problems

C  Better relationships with their parents

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 fairy tales

B  Direct exposure to frightening events

C  School or neighborhood bullies

D  Exposure to negative information in media 

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

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

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  Usually tell a parent or teacher what has happened

B  Trend to avoid sexual activity in adolescence 

C  Frequently displayed precocoious sexual knowledge and behavior 

D  Adjust better when allowed to face their abuser in court 

A  Active

B  Easy

C  Impulsive

D   Inhibited

A  The dark 

B  Ghosts and goblins

C  Peer rejection

D  Thunder and lightning

A  Rejected

B  Controversial

C  After-care

D  Self-care

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  More gender-stereotyped beliefs

B  More immature social behavior 

C  Higher intelligence 

D  Lower achievement 

A  Fathers engage in as much caregiving as mothers

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

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   involves from parental control and greater child dependence

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

A  Distributive justice

B  Permissive parenting

C  Transitive inference 

D  Coregulation

A  Authoritarian 

B  Authoritative 

C  Permissive

D  Uninvolved 

A  Reading; feminine

B  Language arts; masculine

C  physical education; feminine

D  Music; masculine

A  Public speaking

B  Public speaking

C  Personal defense 

D  Positive social skills

A  Bullying often comes to an end

B  The bully often targets the new friend

C  The new friend is often ostracized by other children 

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

A  Rejected-withdrawn

B  Rejected-assertive

C  Popular-prosocial 

D  Popular-aggressive

A  Show high rates of absenteeism and prosocial behavior

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

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

D  Combine academic and social competence

A  Church

B  home

C  Extended family 

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

B  Reject conventional standards for moral behavior

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

D  Have internalized rules for good conduct 

A  Think about thinking 

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

C  Redefine the situation and appraise it as unchangeable 

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  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   Lying and cheating

C   Depressive symptoms

D  Intentional wrongdoing

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

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

A  Effort

B  Ability

C  Luck 

D  Intelligence

A  Insufficient effort

B  The malicious intent of another person

C  Ability

D  Bad luck

A  Make decisions for their children 

B  Use frequent social comparisons 

C  Use a firm, controlling parenting style

D   Encourage their children to stave for worthwhile goals

A  Spend longer hours in child care

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

C  Have permissive parents

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

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

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

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

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

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

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

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

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

C  Develop a strong sense of superiority

D  experience shame, the negative outcome of middle childhood

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  Autonomy

B  Identity

C  Industry

D  Trust

A  Shame

B   Industry 

C  Role confusion

D   Inferiority