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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 color. |
| | C) | her religious affiliation. |
| | D) | how she compares with other third graders. |
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2 | |
Chantel can differentiate between herself and others, but cannot distinguish between the thoughts and feelings of others and her own thoughts and feelings. Which of Selman's stages would best define Chantel? |
| | A) | egocentric |
| | B) | self-reflective |
| | C) | social |
| | D) | conventional |
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3 | |
________________ refers to global evaluations of the self. |
| | A) | Self-efficacy |
| | B) | Self-esteem |
| | C) | Self-concept |
| | D) | Self-perception |
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4 | |
Which of the following is NOT one of the ways the text suggests for increasing a child's self-esteem? |
| | A) | setting high goals with a need to succeed |
| | B) | identifying the causes of low self-esteem and the domains of competence important to the self |
| | C) | providing emotional support and social approval |
| | D) | achievement and effective coping |
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5 | |
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 |
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6 | |
Hermione 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) | use of self-initiated strategies to redirect her feelings. |
| | B) | increased understanding that more than one emotion can be experienced in a particular situation. |
| | C) | improved ability to conceal negative emotions. |
| | D) | emotions becoming more externalized. |
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7 | |
________________ 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 |
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8 | |
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. |
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9 | |
Mrs. Jefferson has students in her fourth-grade class who come from chaotic families characterized by turmoil or trauma. She wants to help these students develop effective ways to cope with stress. Two effective strategies discussed in the chapter would be: |
| | A) | removing at least one stressor from the child's life and teaching the child effective coping techniques. |
| | B) | providing at least one nutritious meal a day and ensuring the child gets enough exercise. |
| | C) | encouraging the parents to become involved in the child's life and encouraging parents to be more supportive. |
| | D) | providing counseling for troubled children and teaching them effective coping techniques. |
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10 | |
Which child would be LEAST able to cope with the death of a parent? |
| | A) | Abel, who had a healthy and positive relationship with his deceased parent and grieves the loss. |
| | B) | Bernie, whose surviving parent provides comfort and support in grieving. |
| | C) | Cain, who had a difficult relationship with his deceased parent and is glad about the death. |
| | D) | David, whose teachers encourage him to talk about his loss. |
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11 | |
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. |
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12 | |
"Heinz should steal the drug. It isn't like it really cost $2,000, and he really owes it to his wife because they love each other." 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. |
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13 | |
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 |
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14 | |
Research on Kohlberg's theory of moral development in 27 diverse cultures around the world: |
| | A) | has provided no universal support for this theory. |
| | B) | has provided support for the universality of the first four stages. |
| | C) | has provided support for the universality of all six stages. |
| | D) | has found conflicting results in terms of the theory's universality. |
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15 | |
Criticisms of Kohlberg's theory of moral development include all of the following, EXCEPT: |
| | A) | it places too much emphasis on moral thought, not enough on moral behavior. |
| | B) | it is culturally biased. |
| | C) | it considers family processes essentially unimportant in children's moral development. |
| | D) | it places females at a higher level of morality than males. |
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16 | |
Carol Gilligan (1996) has found that as girls reach adolescence they: |
| | A) | become increasingly moral. |
| | B) | adopt a justice perspective of morality. |
| | C) | increasingly silence their "distinctive voice." |
| | D) | become more outspoken about their inner feelings. |
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17 | |
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 don't think they need to be as generous to others as they are to themselves. |
| | D) | from a sense of fairness involving principles of equality, merit, and benevolence. |
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18 | |
Mr. Edwards wants to increase the prosocial behavior of children in his fifth-grade class. An effective strategy would be to: |
| | A) | lecture the students about prosocial behavior. |
| | B) | punish students for antisocial behavior. |
| | C) | model prosocial behaviors. |
| | D) | use a lot of external rewards for prosocial behavior. |
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19 | |
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. |
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20 | |
Which of the following has been found in terms of the physical comparisons of males and females? |
| | A) | Females are more vulnerable than males. |
| | B) | Females are more likely than males to develop physical or mental disorders. |
| | C) | Analyses of metabolic activity in the brain show females to demonstrate greater emotionality than males. |
| | D) | Analyses of metabolic activity in the brain show males to demonstrate greater physical expressiveness than females. |
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21 | |
A recent study by the U.S. Department of Education (2000) found that: |
| | A) | girls significantly surpassed boys in math skills. |
| | B) | boys significantly surpassed girls in verbal skills. |
| | C) | boys did slightly better than girls at math and science, but girls were better students than boys. |
| | D) | girls did slightly better than boys at math and science, and were also better students than boys. |
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22 | |
Sara met Susan and engaged her in personal conversation. They discussed mutual feelings about boys, parents, and other friends through which they strengthened their already tight friendship. In terms of socioemotional development, Sara and Susan were engaging in: |
| | A) | rapport talk. |
| | B) | report talk. |
| | C) | girl talk. |
| | D) | gossip. |
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23 | |
The androgynous person would exhibit which traits? |
| | A) | high masculine. |
| | B) | high feminine. |
| | C) | both high masculine and high feminine. |
| | D) | neither masculine nor feminine. |
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24 | |
Researchers have found that high-masculinity adolescent boys: |
| | A) | often engage in problem behaviors. |
| | B) | do exceptionally well in school. |
| | C) | are highly protective and nurturing of others. |
| | D) | are more flexible, competent, and mentally healthy than other adolescent boys. |
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25 | |
Which parent-child issue will most likely emerge in the middle and late childhood period? |
| | A) | getting dressed |
| | B) | getting the chores done |
| | C) | attention-seeking behavior |
| | D) | bedtime |
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26 | |
During the elementary school years, co-regulation 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. |
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27 | |
Which of the following is a good example of boundary ambiguity? |
| | A) | parents in a blended family being uncertain about who should discipline the children |
| | B) | children of divorce who are deciding which parent they will stay with |
| | C) | fighting parents who are unsure if they should divorce or separate |
| | D) | children from a blended stepfamily attending the birthday party of a step-sibling |
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28 | |
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. |
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29 | |
All of the following children are likely to be popular with their peers, EXCEPT those who: |
| | A) | give out lots of reinforcement. |
| | B) | listen carefully to what others have to say. |
| | C) | try to please others even if it means compromising themselves. |
| | D) | are self-confident. |
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30 | |
Samantha has few friends at school. Other children pay little attention to her and no one invites her home. Samantha is likely which type of child? |
| | A) | rejected |
| | B) | neglected |
| | C) | latchkey |
| | D) | controversial |
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31 | |
In terms of peer relations, Pedro is a rejected child. To teach him how to gain popularity with his peers, Pedro's counselor should encourage him to: |
| | A) | join a group of peers, but avoid asking them questions. |
| | B) | gain status by talking about items of personal interest to him, even if they are of no interest to others. |
| | C) | get peers to pay attention to him through some positive activity (e.g., treating the class to pizza). |
| | D) | ask questions, listen in positive ways, and say things about himself that relate to his peers' interests. |
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32 | |
In a study by Olweus (1980), victims of bullies were found to have parents who were: |
| | A) | rejecting, authoritarian, or permissive. |
| | B) | authoritative or permissive. |
| | C) | anxious and overprotective. |
| | D) | victims themselves. |
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33 | |
To reduce bullying, the text suggests all of the following, EXCEPT: |
| | A) | get older peers to serve as monitors for bullying and intervene when they see it taking place. |
| | B) | suspend bullies from school for victimizing other children. |
| | C) | form friendship groups for children who are regularly bullied by peers. |
| | D) | incorporate the antibullying message into community activities where the children are involved. |
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34 | |
The correct order of Kenneth Dodge's (1983) stages of processing social information is: |
| | A) | enacting, searching for a response, decoding social cues, interpreting, selecting an optimal response. |
| | B) | decoding social cues, interpreting, searching for a response, selecting an optimal response, enacting. |
| | C) | searching for a response, decoding social cues, selecting an optimal response, enacting, interpreting. |
| | D) | interpreting, selecting an optimal response, decoding social cues, enacting, searching for a response. |
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35 | |
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; social comparison. |
| | B) | intimacy/affection; stimulation. |
| | C) | ego support; physical support. |
| | D) | intimacy/affection; similarity. |
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36 | |
The Board of Education in Anytown, USA decided to take an approach to education that emphasizes the child's active, cognitive construction of knowledge and understanding based on Piaget's research. They have decided to take a ________________ approach. |
| | A) | direct instruction |
| | B) | cognitive constructivist |
| | C) | cognitive behavioral |
| | D) | social constructivist |
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37 | |
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. |
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38 | |
Research by Jonathan Kozol (1991) found that many inner-city schools: |
| | A) | are receiving funds to increase the quality of education for inner-city youth. |
| | B) | have done an excellent job of integrating students from diverse backgrounds. |
| | C) | do not provide adequate opportunities for children to learn effectively. |
| | D) | are where the older teachers who are about to retire get placed. |
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39 | |
John Santrock (2001) suggests teachers use all of the following strategies to improve relations between ethnically diverse students, EXCEPT: |
| | A) | turn the class into a jigsaw classroom. |
| | B) | teach students the harmful effects of segregation. |
| | C) | encourage students to engage in perspective taking. |
| | D) | be a competent cultural mediator. |
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2003 McGraw-Hill Higher Education