 |
| 1 | |
As a normal third-grader, Nora is most likely to define herself in terms of all of the following EXCEPT: |
| | A) | her feelings. |
| | B) | her eye colour. |
| | C) | her religious affiliation. |
| | D) | how she compares with other third graders. |
|
|
|
| 2 | |
__________ refers to global evaluations of the self. |
| | A) | Self-esteem |
| | B) | Self-perception |
| | C) | Self-concept |
| | D) | Self-efficacy |
|
|
|
| 3 | |
Amara is a single mother with one child, 8-year-old Aslam. Amara decides to enroll Aslam in a local Boys' Club program. In doing so, Amara is attempting to raise her son's self-esteem through: |
| | A) | achievement. |
| | B) | coping. |
| | C) | emotional support. |
| | D) | identifying areas of competence. |
|
|
|
| 4 | |
Children in the middle and late childhood period of development are also in which of Erikson's psychosocial stages? |
| | A) | trust versus mistrust |
| | B) | autonomy versus shame and doubt |
| | C) | initiative versus guilt |
| | D) | industry versus inferiority |
|
|
|
| 5 | |
Henrietta is experiencing emotional changes that are characteristic of children in elementary school. Thus we would expect her to exhibit all of the following EXCEPT: |
| | A) | emotions becoming more externalized. |
| | B) | increased understanding that more than one emotion can be experienced in a particular situation. |
| | C) | improved ability to conceal negative emotions. |
| | D) | use of self-initiated strategies to redirect her feelings. |
|
|
|
| 6 | |
__________ intelligence initially was proposed as a form of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action. |
| | A) | Practical |
| | B) | Emotional |
| | C) | Intellectual |
| | D) | Experiential |
|
|
|
| 7 | |
Daniel Goleman believes that when it comes to predicting an individual's competence: |
| | A) | IQ matters more than emotional intelligence. |
| | B) | emotional intelligence matters more than IQ. |
| | C) | practical intelligence matters more than IQ. |
| | D) | practical intelligence matters more than emotional intelligence. |
|
|
|
| 8 | |
"Self science" includes all of the following topics EXCEPT: |
| | A) | understanding that apathy is a key dimension of getting along in the social world. |
| | B) | seeing the consequences of alternative choices. |
| | C) | developing self-awareness. |
| | D) | learning how to listen, cooperate, and negotiate. |
|
|
|
| 9 | |
In building on Piaget's theory of moral development, Kohlberg emphasized the importance of: |
| | A) | understanding intentions. |
| | B) | opportunities to take the perspective of others. |
| | C) | reducing conflict. |
| | D) | punishment. |
|
|
|
| 10 | |
Lawrence Kohlberg's theory of moral development stresses that a child's moral level is determined by: |
| | A) | how well the child defends a correct answer to a moral dilemma. |
| | B) | the nature of the child's ideas about morality. |
| | C) | how a child processes information about moral problems. |
| | D) | the child's reasoning about moral decisions. |
|
|
|
| 11 | |
"Heinz should steal the drug. It isn't like it really cost $2,000, and he'll be really unhappy if his wife dies." This statement is characteristic of a stage of morality called: |
| | A) | heteronomous morality. |
| | B) | individualism, purpose, and exchange. |
| | C) | mutual interpersonal expectations. |
| | D) | social contract and individual rights. |
|
|
|
| 12 | |
A pacifist who is thrown in jail for refusing to obey the draft laws because he believes that killing is morally wrong is at what stage of moral development? |
| | A) | individualism, purpose, and exchange |
| | B) | mutual interpersonal expectations |
| | C) | social contract and individual rights |
| | D) | universal ethical principles |
|
|
|
| 13 | |
William Damon (1988) has found that by the time children enter elementary school, they share with others: |
| | A) | for the fun of the social play ritual. |
| | B) | out of imitation of older people. |
| | C) | out of obligation, but they do not think they need to be as generous to others as they are to themselves. |
| | D) | because of a sense of fairness involving principles of equality, merit, and benevolence. |
|
|
|
| 14 | |
When reviewing research comparing males and females, it is important to keep in mind that: |
| | A) | even when differences are found, most of the individuals in the groups are virtually identical. |
| | B) | it is unfair to compare the groups because almost all gender differences are the result of uncontrollable biological factors. |
| | C) | it is only when statistically significant scores are found that you can conclude there is little overlap between male and female scores. |
| | D) | even when differences are reported, there is considerable overlap between the sexes. |
|
|
|
| 15 | |
For which of the following do investigators continue to find gender differences? |
| | A) | verbal skills |
| | B) | visuospatial skills |
| | C) | social skills |
| | D) | suggestibility |
|
|
|
| 16 | |
J. O. Halliwell's (1844) poem in which he describes girls as being made of "sugar and spice and all that's nice" provides a good example of: |
| | A) | gender-role transcendence. |
| | B) | gender-role classification. |
| | C) | gender stereotyping. |
| | D) | gender-based prejudice. |
|
|
|
| 17 | |
The term "androgyny" refers to a gender role that is: |
| | A) | highly masculine. |
| | B) | highly feminine. |
| | C) | both highly masculine and highly feminine. |
| | D) | neither masculine nor feminine. |
|
|
|
| 18 | |
During the elementary school years, coregulation results in: |
| | A) | more control taken by parents. |
| | B) | moment-to-moment self-regulation by children, but general parental supervision. |
| | C) | transfer of control to children. |
| | D) | no change from early childhood in the amount of control exercised by parents. |
|
|
|
| 19 | |
Marlene, a single parent, works full time, so her 11-year-old daughter Beth is an after-school latchkey child. To minimize the negative impact of this situation, Marlene should: |
| | A) | encourage Beth to make friends that she can hang out with after school. |
| | B) | use authoritative parenting and monitor Beth's activities. |
| | C) | explain the importance of independence and provide at-home responsibilities so Beth learns independent living. |
| | D) | hire a baby-sitter. |
|
|
|
| 20 | |
Samantha has few friends at school. Other children pay little attention to her and no one invites her home. Samantha is probably a __________ child. |
| | A) | Rejected |
| | B) | neglected |
| | C) | Latchkey |
| | D) | controversial |
|
|
|
| 21 | |
The correct order of Kenneth Dodge's (1983) stages of processing social information is: |
| | A) | enacting, searching for a response, decoding social cues, interpreting, and selecting an optimal response. |
| | B) | decoding social cues, interpreting, searching for a response, selecting an optimal response, and enacting. |
| | C) | searching for a response, decoding social cues, selecting an optimal response, enacting, and interpreting. |
| | D) | interpreting, selecting an optimal response, decoding social cues, enacting, and searching for a response. |
|
|
|
| 22 | |
Tamara's friend Shelley is someone she can confide in and get good advice from, and her friend Tanya is interesting and introduces her to many new things to do. The functions each of these friendships serves, respectively, are: |
| | A) | companionship and social comparison. |
| | B) | intimacy/affection and stimulation. |
| | C) | ego support and physical support. |
| | D) | intimacy/affection and similarity. |
|
|
|
| 23 | |
In the latter part of elementary school, children's self-esteem: |
| | A) | is lower than it was in the earlier part. |
| | B) | is higher than it was in the earlier part. |
| | C) | does not change from where it was in the earlier part. |
| | D) | is lower for girls but higher for boys than it was in the earlier part. |
|
|
|
| 24 | |
In regards to moral development, Carol Gilligan developed the: |
| | A) | justice perspective. |
| | B) | culture perspective. |
| | C) | reasoning perspective. |
| | D) | care perspective. |
|
|
|
| 25 | |
An unselfish interest in helping someone else is referred to as: |
| | A) | morality. |
| | B) | conventional reasoning. |
| | C) | altruism. |
| | D) | social contracting. |
|
|
.