Ch13 Emotional And Social Development In Complete Test Bank

Test Bank to accompany

Child Development: Context, Culture, and Cascades

Chapter 13: Emotional and Social Development in Middle Childhood

Multiple Choice Questions

1. Twelve-year-old Shia rarely feels guilty when corrected for doing something wrong. What might this indicate about Shia’s continued development?

a. Shia is at greater risk for depression and anxiety.

b. Shia is at greater risk for antisocial behavior.

c. Shia is displaying a lack of age-appropriate cognitive skills.

d. Shia has likely experienced abuse, leading to a lack of guilt and shame.

e. Guilt and Shame are not fully experienced until later adolescence.

Learning Objective: 13.1 Define with examples the self-conscious emotions of guilt, shame, and pride.

Bloom’s Level: 3. Applying

2. Which statement about children’s development of pride is most accurate?

a. Adults should foster a sense of accomplishment without promoting a sense of pride.

b. The emotion of pride leads to antisocial behavior later in adolescence.

c. Authentic pride reinforces and motivates future positive behaviors.

d. Hubristic pride is associated with increased self-esteem and pro-social behaviors.

e. Pride often suggests unhealthy social-emotional development.

Learning Objective: 13.1 Define with examples the self-conscious emotions of guilt, shame, and pride.

Bloom’s Level: 2. Understanding

3. Counterfactual emotion tasks are used to

a. test a child’s ability to process another person’s emotional expression when expressing contradictory emotions.

b. document how a child can experience conflicting emotions at the same time.

c. examine a child’s development of self-conscious emotions.

d. test children’s emotional self-regulation.

e. test whether children understand that a person’s emotions depend on how reality compares to alternatives.

Learning Objective: 13.2 Give an example of how children display an understanding of causes and consequences of emotions.

Bloom’s Level: 2. Understanding

4. Eleven-year-old Liam is sad that his friend is moving away but understands why his friend is excited since he will move closer to his grandparents and many cousins. This provides evidence of Liam’s

a. prosocial behavior.

b. skills at theory of mind.

c. ability to process his own emotions.

d. ability to experience emotions that contrast with another.

e. development of self-conscious emotions.

Learning Objective: 13.3 Distinguish between the false-belief understanding seen in early childhood and the higher-level false belief achieved in middle childhood.

Bloom’s Level: 3. Applying

5. Sierra’s grandparents buy her a new bike for her birthday. The bike is not what Sierra wanted but she sees that the gift makes her grandparents so happy that she smiles and thanks them for the gift. Researchers would point out that Sierra’s positive behaviors in response to the gift illustrates her understanding of

a. importance of other’s emotions over one’s own.

b. social conventions.

c. moral rules.

d. display rules.

e. rules of conduct.

Learning Objective: 13.4 Describe the purpose of display rules and how these rules evolve in middle childhood.

Bloom’s Level: 3. Applying

6. A child who has difficulty with emotional regulation can often respond in unhealthy ways. Two key problem behaviors that result from low emotional regulation include

a. prosocial and antisocial behaviors.

b. emotional suppression and denial.

c. internalizing and externalizing behaviors.

d. anger and shame.

e. suppressive and internalizing behaviors.

Learning Objective: 13.4 Describe the purpose of display rules and how these rules evolve in middle childhood.

Bloom’s Level: 2. Understanding

7. A child is being teased on the playground for her clothing choice. Instead of getting upset with those teasing her, she decides to think about how pleased she is to wear the new outfit she saw on a popular social media star, whatever others say. This emotional regulation strategy is an example of

a. situation-centered coping.

b. strategic emotional self-regulation.

c. regulation of self-conscious emotions.

d. strategy-focused coping.

e. emotion-centered coping.

Learning Objective: 13.5 Define the two main types of coping strategies.

Bloom’s Level: 3. Applying

8. Emotional self-efficacy is the

a. belief that one’s emotions are typical and expected.

b. feeling that one’s emotional state does not depend upon others.

c. ability to identify the correct emotion in others.

d. feeling of control over one’s emotions and ability to express them appropriately.

e. ability to express emotions based on the predicted response from others.

Learning Objective: 13.5 Define the two main types of coping strategies.

Bloom’s Level: 1. Remembering

9. William and Sheri are parents of a 12-year-old boy who was just rejected by a girl that he liked. William and Sheri listened to their son share his feelings and provided guidance on ways to manage his feelings of rejection. William and Sheri were utilizing _______ to help their son.

a. emotional co-regulation

b. socio-emotional reflection

c. emotion coaching

d. social guidance

e. their own experience

Learning Objective: 13.6 Describe the ways that parents and siblings influence their children’s emotional development.

Bloom’s Level: 3. Applying

10. Children who have experienced repeated maltreatment

a. have difficulty detecting normal signs of anger and frustration.

b. have a stronger reaction to positive emotion from others.

c. have difficulty expressing emotion.

d. are highly sensitive to signs of distress in others.

e. are insensitive to signs of distress and anger in others.

Learning Objective: 13.6 Describe the ways that parents and siblings influence their children’s emotional development.

Bloom’s Level: 2. Understanding

11. Why is some level of conflict with peers and siblings healthy for a child’s development?

a. It allows them to develop emotional toughness to be successful in life.

b. It helps them learn to regulate their own emotions such as anger and guilt.

c. It lessens the likelihood of peer rejection during adolescence.

d. It helps children learn how to argue when they disagree with others’ views.

e. None of the above; conflict is never a healthy occurrence for a child’s development.

Learning Objective: 13.7 Describe the positive influence peers have on children’s emotional development.

Bloom’s Level: 2. Understanding

12. _______ is an emotion that is praised in many European-American communities but discouraged in some Asian communities.

a. Anger

b. Guilt

c. Sadness

d. Pride

e. Frustration

Learning Objective: 13.8 Provide examples of how cultures differ in the meaning of emotions and norms around emotions.

Bloom’s Level: 1. Remembering

13. Children in middle childhood who experience success at their initiatives, rather than failure, are likely to feel positive and motivated to try new things. This is in line with _______ theory.

a. Vygotsky’s

b. Bronfenbrenner’s

c. Piaget’s

d. Bruner’s

e. Erikson’s

Learning Objective: 13.9 Describe how Erik Erikson’s theory contributed to an understanding of identity development in middle childhood.

Bloom’s Level: 3. Applying

14. Damon and Hart’s research indicates that children have a more complex view of their identity because of several cognitive advances. These include all of the following except

a. decreased black-and-white thinking.

b. shifting away from observable characteristics to internal.

c. the ability to use social-comparison.

d. shifting away from internal characteristics to external.

e. the ability to describe their traits beyond physical appearance and behaviors.

Learning Objective: 13.10 Describe ways in which a child’s sense of self-identity in middle childhood differs from that held in early childhood.

Bloom’s Level: 2. Understanding

15. Jenny is in fourth grade. She thinks that she is not as pretty or as smart as the kids in her class. Jenny is using _______ in evaluating herself.

a. negative self-evaluation

b. comparison-contrast evaluation

c. social context clues

d. emotional rationale

e. social comparison

Learning Objective: 13.10 Describe ways in which a child’s sense of self-identity in middle childhood differs from that held in early childhood.

differs from that held in early childhood.

Bloom’s Level: 3. Applying

16. Knowledge about gender stereotypes becomes stronger and more automatic in middle childhood compared to early childhood. This finding is confirmed through the use of

a. the gender-specific stereotype test.

b. the implicit association test.

c. tests measuring reaction to gender neutral faces.

d. the gender-typing test.

e. the explicit gender role test.

Learning Objective: 13.11 Describe how children’s understanding of gender stereotypes changes in middle childhood and why children grow in flexibility about gender during this period.

Bloom’s Level: 1. Remembering

17. Paul wants to be a financial advisor rather than a nurse like his father because Paul believes financial advisors are more powerful. Paul’s view best reflects

a. a typical early childhood view of gender stereotypes.

b. a middle childhood understanding of status differences in gender-typical occupations.

c. evidence that gender roles are almost entirely socialized.

d. evidence that occupations are influenced by one’s gender more than family environment.

e. an inaccurate view of power and influence in female-typical occupations.

Learning Objective: 13.11 Describe how children’s understanding of gender stereotypes changes in middle childhood and why children grow in flexibility about gender during this period.

Bloom’s Level: 3. Applying

18. Children are not fully accepting of peers who engage in “other-gender behaviors”

a. only during early childhood.

b. primarily during early childhood, but this declines throughout childhood and adolescence.

c. during all phases of childhood, although they are more flexible in thinking as they get older.

d. when their same-sex parent does not express acceptance.

e. when engaging with children of the opposite sex.

Learning Objective: 13.11 Describe how children’s understanding of gender stereotypes changes in middle childhood and why children grow in flexibility about gender during this period.

Bloom’s Level: 2. Understanding

19. Which best describes a child’s understanding of ethnic and racial identity in middle childhood?

a. Children do not yet have the cognitive capabilities to understand differences in ethnicity and race.

b. Biracial children have an easier time understanding their ethnicity and race.

c. Children develop an understanding of racial identity in middle childhood but not ethnic identity.

d. Children understand that their ethnic and racial identities are stable, and will always remain with them.

e. It is not until adolescence that children develop a sense of ethnic and racial identity.

Learning Objective: 13.12 Outline changes in the development of ethnic identity in middle childhood.

Bloom’s Level: 2. Understanding

20. Research of in-group and out-group biases supports which of the following?

a. Few children in middle childhood display bias toward any one group.

b. Most children don’t show preferential treatment of in-group over out-group members.

c. Children are more likely to prefer the in-group, even when member displays negative behavior.

d. A strong sense of ethnic identity is associated with positive attitudes toward in-group and out-group members.

e. Low-status groups are likely to endorse negative stereotypes about their group.

Learning Objective: 13.12 Outline changes in the development of ethnic identity in middle childhood.

Bloom’s Level: 3. Applying

21. Which provides the best evidence that moral behavior is often more important to children than in-group status?

a. Children prefer a person of the out-group who speaks kindly during a game over a person of the in-group who speaks meanly.

b. Children prefer moral behavior of out-group members equally to moral behavior of in-group members.

c. Children of high-status groups believe their own members are morally superior to others.

d. Children of low-status groups believe their own members are morally superior to others.

e. Children believe it’s not right to hit in-group members.

Learning Objective: 13.13 Explain how in-group loyalty may lead to moral dilemmas.

Bloom’s Level: 3. Applying

22. Mrs. Serio enrolled her son in a mathlete competition at their local elementary school. Her daughter wanted to participate as well, but Mrs. Serio placed her in the reading Olympics instead, saying this would be a better fit for her. What might help explain Mrs. Serio’s decision?

a. Girls are naturally better at language tasks, so she is playing to her daughter’s potential advantage.

b. Many parents have stereotypes leading to over-estimating boys’ math skills and underestimating girls’ math skills.

c. Mrs. Serio misinterpreted research that actually shows greater math ability in girls than boys.

d. Mrs. Serio was likely displaying gender bias against her own in-group.

e. All of the above are true.

Learning Objective: 13.14 Discuss some of the gendered messages that parents convey to children through their attitudes.

Bloom’s Level: 3. Applying

23. Which might cause parents to communicate messages that prepare their children for bias and discrimination?

a. Parents’ goals for children to interact with high-status group members.

b. Parents’ observations of a child’s friends coming from biracial homes.

c. Parents’ endorsement of cultural heritage and pride.

d. Parents’ views of racial equality.

e. Parents’ perceptions of teacher bias and unfair treatment of their children.

Learning Objective: 13.15 Describe how parents’ messages around race and ethnicity change in middle childhood and how school might affect a child’s racial and ethnic identities.

Bloom’s Level: 2. Understanding

24. A common gender stereotype that children are exposed to in the media is

a. girls being more aggressive than boys.

b. boys playing a supportive role and less likely to be positive moral characters.

c. males playing the main characters in children’s programming.

d. more programming aimed at females more than males.

e. boys being praised for lower levels of aggression.

Learning Objective: 13.16 Describe ways that peers and messages communicated on television and media affect children’s gendered behaviors.

Bloom’s Level: 2. Understanding

25. Research on attachment during middle childhood has found that

a. children feel more distanced from the same sex-parent than they did in early childhood.

b. children maintain a level of closeness with parents despite their decrease in reliance on them for support.

c. children with insecure attachments in early childhood are more likely to have secure attachments in middle childhood.

d. parents make efforts to increase their emotional support of children to promote secure attachment.

e. children with secure attachments in early childhood may have more difficulty moving toward independence in middle childhood due to their closeness with parents.

Learning Objective: 13.17 Provide evidence on the importance of attachment to parents in middle childhood.

Bloom’s Level: 2. Understanding

26. Analysis of child-parent attachment relationships across 165 studies showed that _______ predicted internalizing and externalizing problems in children.

a. secure attachment

b. declining parent-child closeness

c. insecure attachment

d. father controlling behaviors

e. mother controlling behaviors

Learning Objective: 13.17 Provide evidence on the importance of attachment to parents in middle childhood.

Bloom’s Level: 1. Remembering

27. An important parenting behavior associated with reduced risk of child problem behaviors is

a. advocating.

b. distancing.

c. authoritarian parenting

d. monitoring.

e. permissive parenting.

Learning Objective: 13.18 Describe the four parenting styles identified by Baumrind and their associations to child development.

Bloom’s Level: 1. Remembering

28. The parenting style most often linked with positive child development is

a. authoritarian.

b. permissive.

c. authoritative.

d. commanding.

e. dismissive.

Learning Objective: 13.18 Describe the four parenting styles identified by Baumrind and their associations to child development.

Bloom’s Level: 1. Remembering

29. Some of the advances in middle childhood friendships include

a. greater emphasis on similar interests.

b. less gender-stereotyped influences on friendships.

c. an emphasis on unobservable qualities such as loyalty.

d. less emphasis on gender, race, and ethnicity.

e. decreased emphasis on prosocial behavior in friendship building.

Learning Objective: 13.19 Identify the benefits of friendships and describe common characteristics of lasting friendships.

Bloom’s Level: 2. Understanding

30. Most research on peer acceptance/rejection in middle childhood is discovered through

a. parental report.

b. teacher report.

c. behavior analysis and peer group analysis.

d. school records.

e. child reports and peer assessments.

Learning Objective: 13.20 Explain ways that researchers measure peer acceptance and rejection, and describe the statuses that emerge from these assessments.

Bloom’s Level: 1. Remembering

31. Jayah is well liked by some of his classmates but many find him very annoying. He is likely to fall in the _______ peer status category.

a. rejected

b. popular

c. antisocial

d. controversial

e. neglected

Learning Objective: 13.20 Explain ways that researchers measure peer acceptance and rejection, and describe the statuses that emerge from these assessments.

Bloom’s Level: 3. Applying

32. Two types of rejected children according to sociometric measures are

a. rejected-popular and rejected-antisocial.

b. rejected-social and rejected-antisocial.

c. rejected-controversial and rejected-prosocial.

d. rejected-withdrawn and rejected-aggressive.

e. rejected-aggressive and rejected-antisocial.

Learning Objective: 13.20 Explain ways that researchers measure peer acceptance and rejection, and describe the statuses that emerge from these assessments.

Bloom’s Level: 1. Remembering

33. Visual depictions of the connection among peers or individuals in a social network is known as a

a. peer diagram.

b. peer nomination.

c. sociogram.

d. social status assessment.

e. socialization metric.

Learning Objective: 13.20 Explain ways that researchers measure peer acceptance and rejection, and describe the statuses that emerge from these assessments.

Bloom’s Level: 1. Remembering

34. Virtual social exclusion experiments help researchers understand

a. peer status nominations.

b. how the brain responds to social exclusion.

c. how popular children achieve their status.

d. how rejected children develop social skills.

e. how the brain responds when socializing within a clique.

Learning Objective: 13.21 Understand how studies of the brain can reveal the “pain” of social exclusion.

Bloom’s Level: 2. Understanding

35. Mrs. Fabian, a local middle school principal, takes a great deal of time addressing ways to foster mutual respect, open collaboration, trust, and a sense of connection among teachers, students, and parents as a way to reduce bullying and victimization in school and increase student wellbeing. Mrs. Fabian’s approach reflects the view that _______ is important in positive social relationships and emotional health.

a. antibullying programs

b. multiple systems of behavioral intervention

c. classroom management

d. school system of social progress

e. school climate

Learning Objective: 13.22 Describe the effects of parents and school climate on middle childhood peer relationships.

Bloom’s Level: 3. Applying

36. _______ refers to the intentional and repeated use of electronic devices or technology to harm another person or group of people.

a. Targeted peer pressure

b. Stalking

c. Technophobia

d. Cyberbullying

e. Tech assault

Learning Objective: 13.23 Understand the potential risks of social media misuse and overuse, including the harm of cyberbullying.

Bloom’s Level: 1. Remembering

37. Which is a potential consequence of bullying through social media?

a. Bullies cannot hide from the victim or others.

b. The consequences are more widespread and difficult to stop than “live” incidences of bullying or teasing.

c. The victim is less likely to mention the incident than when experiencing in-person teasing and bullying.

d. Bullies are easily identified.

e. Social media has safeguards in place that prevent children younger than 18 from being bullied or victimized.

Learning Objective: 13.23 Understand the potential risks of social media misuse and overuse, including the harm of cyberbullying.

Bloom’s Level: 2. Understanding

38. Which most accurately describes cultural views around friendships?

a. Western cultures emphasize interdependence and value harmony in friendships.

b. Western cultures emphasize autonomy and view friendships as important to a child’s self-worth.

c. Latino and Asian cultures place more value on friendships than do Western cultures.

d. Views on the values and benefits of friendships are similar across cultural communities.

e. Asian and Latino cultures value shyness in children, and thus are not concerned when children are hesitant to make friends.

Learning Objective: 13.24 Provide examples of how cultural goals and behavioral standards influence children’s peer relationships.

Bloom’s Level: 2. Understanding

39. Difference in cultural expectations of peer interactions can influence children’s

a. degree of acceptance or rejection by peers when displaying certain behaviors or tendencies.

b. identity formation around in-group and out-group members.

c. racial identity and views of power differences across races.

d. academic performance.

e. abilities to advance in all areas of development.

Learning Objective: 13.24 Provide examples of how cultural goals and behavioral standards influence children’s peer relationships.

Bloom’s Level: 2. Understanding

40. Zhang Rui is quiet and reserved. She is more likely to

a. seek friends who are very outgoing, because as opposites attract.

b. seek friends who are also reserved and quiet.

c. be rejected by children who are very outgoing.

d. be rejected by children who are very reserved.

e. be encouraged by parents to seek friends who are outgoing.

Learning Objective: 13.24 Provide examples of how cultural goals and behavioral standards influence children’s peer relationships.

Bloom’s Level: 3. Applying

41. The combination of early behavior problems and _______ appear to be especially detrimental to long-term outcomes.

a. peer rejection

b. anxiety

c. depression

d. aggression

e. withdrawal

Learning Objective: N/A

Bloom’s Level: 2. Understanding

Short-Answer Questions

42. How can the normal emotions of guilt, shame and pride be both positive and detrimental to a child’s development?

Learning Objective: 13.1 Define with examples the self-conscious emotions of guilt, shame, and pride.

Bloom’s Level: Analyzing

43. Describe situation-focused coping and provide an example of how a child might use this to manage emotions.

Learning Objective: 13.5 Define the two main types of coping strategies.

Bloom’s Level: 3. Applying

44. How might a parent foster their child’s healthy emotional development during middle childhood?

Learning Objective: 13.6 Describe the ways that parents and siblings influence their children’s emotional development.

Bloom’s Level: 3. Applying

45. In which way does self-concept in middle childhood differ from early childhood?

Learning Objective: 13.10 Describe ways in which a child’s sense of self-identity in middle childhood differs from that held in early childhood.

Bloom’s Level: 4. Analyzing

46. Describe two changes that occur in ethnic identity during middle childhood.

Learning Objective: 13.12 Outline changes in the development of ethnic identity in middle childhood.

Bloom’s Level: 4. Analyzing

47. Discuss why a child might be more likely to suspend their typical moral judgement in favor of a member of their own group.

Learning Objective: 13.13 Explain how in-group loyalty may lead to moral dilemmas.

Bloom’s Level: 4. Analyzing

48. Contrast how an authoritarian parenting style relates to children’s development compared to an authoritative parenting styles.

Learning Objective: 13.18 Describe the four parenting styles identified by Baumrind and their associations to child development.

Bloom’s Level: 4. Analyzing

49. How do gender stereotypes influence the treatment of children categorized as rejected-withdrawn?

Learning Objective: 13.20 Explain ways that researchers measure peer acceptance and rejection, and describe the statuses that emerge from these assessments.

Bloom’s Level: 4. Analyzing

50. Describe how teachers might support the development of healthy relationships among children in a classroom.

Learning Objective: 13.22 Describe the effects of parents and school climate on middle childhood peer relationships.

Bloom’s Level: 3. Applying

51. Why is there a general guideline that discourages or prevents children under 13 years of age to have their own social media accounts?

Learning Objective: 13.23 Understand the potential risks of social media misuse and overuse, including the harm of cyberbullying.

Bloom’s Level: 5. Evaluating

52. Briefly describe the relationship between social competence and outcomes in through early adulthood.

Learning Objective: N/A

Bloom’s Level: 3. Applying