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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 colour. |
| | C) | her religious affiliation. |
| | D) | how she compares with other third graders. |
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| 2 | |
__________ refers to global evaluations of the self. |
| | A) | Self-esteem |
| | B) | Self-perception |
| | C) | Self-concept |
| | D) | Self-efficacy |
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| 3 | |
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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| 4 | |
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. |
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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) | 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. |
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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 | |
"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) | taking responsibility for decisions and actions. |
| | D) | learning to be assertive rather than passive or aggressive. |
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| 10 | |
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. |
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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'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. |
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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 behaviour. |
| | 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 | |
In a University of Calgary study (1993), which parenting style was positively related to student's moral reasoning? |
| | A) | authoritarian |
| | B) | neglectful |
| | C) | rejecting |
| | D) | authoritative |
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| 17 | |
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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| 18 | |
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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| 19 | |
Mr. Edwards wants to increase the prosocial behaviour of children in his fifth-grade class. An effective strategy would be to: |
| | A) | lecture the students about prosocial behaviour. |
| | B) | punish students for antisocial behaviour. |
| | C) | model prosocial behaviours. |
| | D) | use a lot of external rewards for prosocial behaviour. |
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| 20 | |
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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| 21 | |
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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| 22 | |
For which of the following do investigators continue to find gender differences? |
| | A) | verbal skills |
| | B) | visuospatial skills |
| | C) | social skills |
| | D) | suggestibility |
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| 23 | |
The Council of Ministers of Education, Canada (2001) assessed the academic performance of 13- and 16-year-old males and females and found that: |
| | A) | 16-year-old females outperformed 16-year-old males in mathematics. |
| | B) | females outperformed males in reading and writing. |
| | C) | females outperformed males in science. |
| | D) | 13-year-old males outperformed 13- year-old females in mathematics |
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| 24 | |
According to Alice Eagly (2000), gender differences: |
| | A) | are small or nonexistent. |
| | B) | are stronger than feminists acknowledge. |
| | C) | demonstrate females are more resistant to illness than males. |
| | D) | are irrelevant in today's society. |
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| 25 | |
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. |
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| 26 | |
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. |
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| 27 | |
Researchers have found that high-masculinity adolescent boys: |
| | A) | often engage in problem behaviours. |
| | 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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| 28 | |
A woman would most likely be expected to carry on domestic duties, marry, and rear children, but least likely to work in the public sphere in which country? |
| | A) | Canada |
| | B) | Egypt |
| | C) | Israel |
| | D) | China |
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| 29 | |
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 behaviour |
| | D) | bedtime |
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| 30 | |
The most common reason for elementary school children to be referred for clinical help is: |
| | A) | school-related difficulties. |
| | B) | problems getting along with siblings. |
| | C) | problems getting along with parents. |
| | D) | depression. |
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| 31 | |
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. |
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| 32 | |
Which of the following is a good example of boundary ambiguity? |
| | A) | parents in a blended family deciding on 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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| 33 | |
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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| 34 | |
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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| 35 | |
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 |
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| 36 | |
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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| 37 | |
In a study by Olweus (1980), victims of bullies were found to have parents who were: |
| | A) | rejecting, authoritarian, or permissive. |
| | B) | anxious and overprotective. |
| | C) | authoritative or permissive. |
| | D) | victims themselves. |
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| 38 | |
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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| 39 | |
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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| 40 | |
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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| 41 | |
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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| 42 | |
Enrollment in private elementary and secondary schools is increasing in Canada. Parents give all of the following reasons for educating their children in private schools EXCEPT: |
| | A) | they want their children to be with children from wealthy families. |
| | B) | they want compatibility between family and school values or religions. |
| | C) | they want smaller class sizes. |
| | D) | they want respect for parental input. |
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| 43 | |
What is the greatest obstacle to school success for children of recent immigrants to Canada? |
| | A) | low socio-economic status |
| | B) | psychological problems |
| | C) | language barrier |
| | D) | family problems |
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| 44 | |
John Santrock (in press) 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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