Chapter.9 Exam Prep Mid-Childhood Dev Quiz 1

Name____________________________________

Chapter 9—Middle Childhood: Personality and Sociocultural Development—Quick Quiz 1

1. The major difference between the terms self-concept and self-esteem is that self-esteem includes which of the following?

a. a sense of who you are

b. a sense of how good (or bad) you are

c. a sense of where you came from

d. a sense of what you can do

2. Melanie is always commenting on how she is not as smart as other people and how she is not good at anything in particular. Melanie likely suffers from which of the following?

a. moral realism

b. low self-esteem

c. moral relativism

d. high self-concept

3. What component of social cognition refers to the customs and conventions used in a social setting or group?

a. social regulations

b. social inference

c. social relationships

d. social realism

4. Which of the following most accurately expresses the relative emphasis given to moral attitudes versus moral behavior in Lawrence Kohlberg’s theory of moral development?

a. Kohlberg’s theory focuses on explaining moral attitudes, but not moral behavior.

b. Kohlberg’s theory focuses on explaining moral behavior, but not moral attitudes.

c. Kohlberg’s theory focuses on explaining both moral attitudes and moral behavior.

d. Kohlberg’s theory focuses on explaining theoretical ethics, not moral attitudes or behavior.

5. Lorraine says, “I don’t like those people because they are different from me and my friends.” Using psychological terminology, Lorraine’s comment has identified the people she doesn’t like as:

a. an in-group

b. an out-group

c. a side-group

d. a dumped group

6. Selman’s view of how friendships develop in middle childhood would be most consistent with which of the following theoretical perspectives?

a. the psychoanalytic perspective

b. the behavioral perspective

c. the social-behavioral perspective

d. the cognitive perspective

7. According to the text, when does ethnic awareness begin to develop?

a. in infancy

b. in early childhood

c. during the elementary school years

d. during adolescence

8. When Jeremy learns to direct his own behavior, rather than behave in strict accordance with the directions of his parents and teachers, psychologists would say he has developed:

a. coregulation

b. peer status

c. self-regulated behavior

d. self-monitoring

9. In 1948, about ___ percent of mothers of school-aged children worked outside the home; today about ___ percent of these mothers work.

a. 13; 26

b. 26; 52

c. 26; 76

d. 52; 76

10. Children who are able to overcome difficult environments and lead socially competent lives are described by psychologists with which of the following terms?

a. self-regulation

b. coregulation

c. resilient

d. self-monitoring

Name____________________________________

Chapter 9—Middle Childhood: Personality and Sociocultural Development—Quick Quiz 2

1. Erik Erikson defined the period of middle childhood as revolving around which of the following developmental crises?

a. trust versus mistrust

b. generativity versus stagnation

c. initiative versus guilt

d. industry versus inferiority

2. Some critics suggest that teachers who provide too much praise create children:

a. with negative self-images

b. who are critical of others and lack empathy

c. who have no sense of boundaries

d. who do not have a realistic sense of their own strengths and weaknesses

3. Dean realizes that rules are agreements that may be changed if necessary. He is in which of Piaget’s stages of moral reasoning?

a. moral realism

b. moral relativism

c. preconventional stage

d. conventional stage

4. Which of the following statements is most likely to have been made by a boy, rather than a girl?

a. She broke the rules and she got what she deserved.

b. The punishment should be lenient because she has to take care of her children.

c. She should not be punished because she was trying to help.

d. She should be punished because she didn’t care about what happened to the other people.

5. According to Selman, the primary force behind developmental changes in children’s friendships is which of the following?

a. the child’s age

b. the child’s intelligence level

c. the child’s ability to understand the difference between right and wrong

d. the child’s ability to take another person’s perspective

6. As children move from early to middle childhood, their peer groups generally become:

a. less formal, with members moving in and out of the group frequently

b. less structured, with fewer rules for group membership

c. less gender segregated, with most groups having both boys and girls

d. more conformist, with stricter expectations about how group members should behave

7. Which of the following best describes the relationship between age and a child’s likelihood of having friends from a different racial or ethnic group?

a. Older children are more likely to have friends from different racial/ethnic groups.

b. Younger children are more likely to have friends from different racial/ethnic groups.

c. Seven-year-old children are more likely to have friends from different racial/ethnic groups than are children who are older or younger.

d. Age is unrelated to the likelihood of having friends from different racial/ethnic groups.

8. George and Ramona want to help their son develop self-regulated behavior. They will be

most successful if they:

a. gradually increase the child’s involvement in family decisions

b. gradually decrease the child’s involvement in family decisions

c. use power-assertive socialization

d. allow the child to set his own behavior limits and experience the consequences

9. Today, in comparison with women who do not have children, women with school-age children are:

a. much less likely to work outside the home

b. slightly less likely to work outside the home

c. about equally likely to work outside the home

d. more likely to work outside the home

10. If you know that Bob is a highly resilient child, even though he has grown up under stressful circumstances, your best guess is that his early life was characterized by:

a. insecure attachment to his mother

b. insecure attachment to his father

c. difficult temperament

d. easy temperament

Quick Quiz Answers

Quick Quiz 6.1

1. b; 9.1.3

2. b, 9.1.3

3. a; 9.2.1

4. a; 9.2.3

5. b; 9.3

6. d; 9.3.1

7. b; 9.4.1

8. c; 9.5.1

9. c; 9.6.2

10. c; 9.6.4

Quick Quiz 6.2

1. d; 9.1.2

2. d; 9.1.3

3. b; 9.2.2

4. a; 9.2.4

5. d; 9.3.1

6. d; 9.3.3

7. b; 9.4.1

8. a; 9.5.2

9. d; 9.6.2

10. d; 9.6.4

Chapter 9

Middle Childhood: Personality and Sociocultural Development

Learning Objectives

9.1: Differentiate the developmental trends in self-esteem and self-concept during middle childhood

9.2: Apply psychological models to the development of social reasoning in middle childhood

9.3: Explain how cognitive developments influence peer groups in middle childhood

9.4: Relate identity formation to peer group interaction in middle childhood

9.5: Characterize parent-child interactions in middle childhood

9.6: Contextualize child development within a family setting

Multiple Choice questions:

Personality Development in an Expanding Social World

Learning Objective 9.1: Differentiate the developmental trends in self-esteem and self-concept during middle childhood

9.1. If you believe that children develop morality as a defense against anxiety, guilt, and shame,

your views most closely match those of:

a. social-learning theory

b. psychodynamic theory

c. cognitive theory

d. information-processing theory

Module: 9.1: Personality Development in an Expanding Social World

Learning Objective 9.1

Analyze It

Moderate

Rationale: According to the psychodynamic view, children must learn to cope with powerful emotions, such as anxiety, in socially acceptable ways. In middle childhood, children turn their emotional energies toward peers, creative efforts, and learning the culturally prescribed tasks of the school and community.

9.2. This perspective on middle childhood emphasizes children’s habits and attitudes obtained by observing and imitating others.

a. cognitive-developmental view

b. social-learning view

c. psychodynamic view

d. all of the above

Module: 9.1: Personality Development in an Expanding Social World

Learning Objective 9.1

Analyze It

Moderate

Rationale: According to the social-learning view, children in middle childhood develop habits and attitudes through observing and imitating models; these models are often peers.

9.3. If Margie views development in the period of middle childhood as being importantly influenced by role models, by reinforcement of the behavior parents want to encourage, and by learning by imitating others, Margie’s view would fit best with which of the following theoretical orientations?

a. psychodynamic view

b. cognitive-development view

c. social-learning view

d. latency view

Module: 9.1: Personality Development in an Expanding Social World

Learning Objective 9.1

Analyze It

Moderate

Rationale: According to the social-learning view, children in middle childhood develop habits and attitudes through observing and imitating models. Reinforcement is an important influence on how children behave, although parental control often weakens, being replaced by the need for social approval of peers, teachers, and coaches.

9.4. If a psychologist states, “Middle childhood centers on changes in how children think about themselves and the world around them,” she is most likely a proponent of which of the following theoretical views?

a. psychodynamic view

b. cognitive-development view

c. social-learning view

d. latency view

Module: 9.1: Personality Development in an Expanding Social World

Learning Objective 9.1

Analyze It

Moderate

Rationale: According to the cognitive-development view, the emphasis during middle childhood is on the development of self-concept—how children think about themselves and how they establish their attitudes and values in the context of their society.

9.5. Keesha views herself as having many fine qualities and she likes who she is. Psychologists would describe her as having:

a. a sense of industry

b. a positive self-concept

c. unconditional positive regard

d. conditional positive regard

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Apply What You Know

Moderate

Rationale: Self-concept is defined as the way in which children think about themselves and how they establish their attitudes and values in the context of their society.

9.6. As children move through middle childhood, their definitions of “self” generally become more:

a. optimistic

b. realistic

c. simplified

d. concrete

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Understand the Concept

Moderate

9.7. Seven-year-old John has an overly optimistic idea about how good he is at soccer. As be grows older, his self-perception will likely become:

a. more realistic

b. even more optimistic, but only if his parents reinforce his positive self-view

c. even more optimistic, but only if he actually gets better

d. even more optimistic, but only if he plays on a team that includes both boys and girls

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Analyze It

Moderate

Rationale: During the period of middle childhood, children form increasingly stable pictures of themselves, and self-concept becomes more realistic. Children also come to understand their skills and limitations more accurately, and their understanding of themselves organizes and orients their behavior.

9.8. Jeffrey is writing a paper in which he wishes to use a word to describe “stable personality characteristics.” According to the text, the word he should use is:

a. personality loci

b. qualities

c. attributes

d. traits

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Analyze It

Moderate

Rationale: The book defines traits as stable personality characteristics.

9.9. Erik Erikson defined the period of middle childhood as which of the following developmental crises?

a. trust versus mistrust

b. generativity versus stagnation

c. initiative versus guilt

d. industry versus inferiority

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Understand the Concept

Easy

9.10. According to Erikson’s view, middle childhood centers on the concept of:

a. trust

b. success

c. intimacy

d. dependability

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Apply What You Know

Moderate

Rationale: According to Erikson’s theory, in middle childhood children are faced with the crisis called industry versus inferiority. In this third stage of development, according to Erikson, the child attempts to establish a sense of personal competence and mastery (i.e., success).

9.11. If a child experiences repeated failures during the period of middle childhood, Erikson believes that the likely consequence would be the development of a sense of:

a. mistrust

b. stagnation

c. loneliness

d. inferiority

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Evaluate It

Moderate

9.12. Andy is in his middle childhood years. Despite his efforts to do well in school, he failed two subjects and was held back a year. According to Erikson, if Andy is allowed to continue to fail, he is at risk for developing a sense of:

a. shame and doubt

b. stagnation

c. isolation

d. inferiority

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Evaluate It

Moderate

9.13. Which of the following psychologists viewed middle childhood as involving a conflict between industry vs. inferiority?

a. Piaget

b. Kohlberg

c. Erikson

d. Freud

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Understand the Concept

Easy

9.14. According to Erikson, what is the psychosocial conflict of middle childhood?

a. autonomy versus shame and doubt

b. industry versus inferiority

c. trust versus mistrust

d. identity versus identity confusion

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Understand the Concept

Easy

9.15. Your ability to see yourself as someone with positive characteristics defines:

a. self-esteem

b. self-image

c. self-confidence

d. self-concept

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

Rationale: Self-esteem refers to whether people see themselves positively (high self-esteem), negatively (low self-esteem), or somewhere in between. For example, when people have high self-esteem this means that they basically like themselves and typically feel competent in their social skills as well as in their other skills.

9.16. Melanie is always commenting on how she is not as smart as other people and how she is not good at anything in particular. Melanie likely suffers from which of the following?

a. moral realism

b. low self-esteem

c. moral relativism

d. high self-concept

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Analyze It

Moderate

9.17. The major difference between the terms self-concept and self-esteem is that self-esteem includes which of the following?

a. a sense of who you are

b. a sense of how good (or bad) you are

c. a sense of where you came from

d. a sense of what you can do

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

Rationale: Self-concept is defined as the way in which children think about themselves and how they establish their attitudes and values in the context of their society. Self-esteem, on the other hand, refers to whether people see themselves positively (high self-esteem), negatively (low self-esteem), or somewhere in between. For example, when people have high self-esteem this means that they basically like themselves and typically feel competent in their social skills as well as in their other skills.

9.18. Luke views himself negatively, believing that he is not very smart, that he is not good at sports or music, and that other children don’t like to play with him. Psychologists would describe Luke as having:

a. low self-esteem

b. a poor sense of industry

c. a “type B” personality

d. depression

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Analyze It

Moderate

9.19. Laurie is a child whose self-esteem develops as follows: the better she does, the more positively she thinks about herself, which leads her to try harder and do even better. Laurie’s self-esteem development highlights which of the following characteristics about self-esteem development?

a. It is easier for girls than boys.

b. It is a reciprocal process.

c. It depends on context.

d. It becomes more complex as children grow older.

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

Rationale: For better or worse, development of self-esteem is a reciprocal process. Children tend to do well when they are confident in their own abilities; their success then bolsters and increases their self-esteem. In the same way, when children perform poorly, their confidence in their own ability decreases; their failures then tend to decrease their self-esteem still further.

9.20. If a child is having a great deal of trouble learning to read, and if you wanted to encourage him in the development of positive self-esteem, the best way you might do this is to:

a. punish him when he makes reading mistakes

b. make sure he works on his reading homework before he is allowed to do something more fun

c. keep telling him he is a good reader, even though he isn’t

d. have him get involved in something he is good at, such as music or sports

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Difficult

Rationale: As noted in the text, one thing parents can do to encourage the development of positive self-esteem is to seek out activities in which their children can be successful.

9.21. In using praise to help a child develop a positive self-esteem, it is important to remember that praise must be:

a. verbal, meaning that you must tell the child he or she has done well

b. physical, meaning that you must hug the child when he or she has done well

c. realistic, meaning that it should be given only when it is deserved

d. consistent, meaning that it should be given regardless of how well the child does, so long as he or she has tried hard

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

Rationale: Praise can help to build self-esteem. Used in moderation, and given for legitimate accomplishments, praise can be quite effective. Praise, however, also can be a double-edged sword. Too much praise or praise that does not reflect real accomplishments can prevent children from developing an accurate sense of their weaknesses as well as their strengths.

9.22. When a child is praised excessively, this is linked to the development of all of the following EXCEPT:

a. unrealistically high expectations

b. confusion about what is right and what is wrong

c. frustration and demoralization

d. a much stronger self-concept and positive sense of self-esteem

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Understand the Concept

Moderate

9.23. Some critics suggest that teachers who provide too much praise create children:

a. with negative self-images

b. who are critical of others and lack empathy

c. who have no sense of boundaries

d. who do not have a realistic sense of their own strengths and weaknesses

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Apply What You Know

Difficult

Social Knowledge and Reasoning

Learning Objective 9.2: Apply psychological models to the development of social reasoning in middle childhood

9.24. Which one of the following concepts is made up from the combination of the other three?

a. social cognition

b. social responsibility

c. social regulations

d. social inferences

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Understand the Concept

Easy

9.25. Betty wants to describe how a person’s knowledge and understanding of the social world influences development. The term that she should use to express this idea is:

a. social inference

b. social cognition

c. social responsibility

d. social regulations

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Evaluate It

Moderate

Rationale: By definition, social cognition includes a person’s knowledge and understanding of the social world.

9.26. According to the text, one’s obligations to family, friends, and society at large is termed:

a. social inference

b. social self-esteem

c. social responsibility

d. self-regulation

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Understand the Concept

Easy

9.27. Making assumptions about what a friend is feeling illustrates the concept called:

a. social inference

b. social cognition

c. social regulation

d. self-regulated behavior

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Analyze It

Moderate

Rationale: Social inference involves guesses and assumptions about what another person is feeling, thinking, or intending.

9.28. When 10-year-old Emily overheard two girls laughing and whispering to each other, she

assumed that they were talking about her. Emily’s assumption represents the concept called:

a. social regulations

b. social relationship

c. social inference

d. social regulation

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Evaluate It

Moderate

Rationale: Social inference involves guesses and assumptions about what another person is feeling, thinking, or intending.

9.29. What component of social cognition refers to the customs and conventions used in a social setting or group?

a. social regulations

b. social inference

c. social relationships

d. social realism

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Understand the Concept

Easy

9.30. Customs, such as raising your hand to speak in class, are called:

a. social laws

b. self-regulated behaviors

c. social regulations

d. standards

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Analyze It

Moderate

Rationale: Social regulations refer to the customs and conventions that govern social interactions.

9.31. When meeting a person for the first time in the work place, it is customary to shake hands. Shaking hands in this context is an example of a:

a. social law

b. self-regulated behavior

c. social regulation

d. cognitive standard

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Analyze It

Moderate

Rationale: Social regulations refer to the customs and conventions that govern social interactions.

9.32. An individual’s ideas about right and wrong are described by the term:

a. cognitive dissonance

b. social inferences

c. morality

d. social responsibility

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Understand the Concept

Moderate

9.33. Piaget's view of morality is based in:

a. social learning theory

b. psychodynamic theory

c. cognitive-developmental theory

d. information-processing theory

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Understand the Concept

Easy

9.34. Which of the following theorists held that children’s morality develops in two stages: moral realism and moral relativism?

a. Piaget

b. Selman

c. Freud

d. Kohlberg

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Understand the Concept

Easy

9.35. According to Piaget’s view of moral development, during which of the following stages do children think that all rules must be obeyed as if they were written in stone?

a. moral relativism

b. moral regulation

c. moral realism

d. social responsibility

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Understand the Concept

Moderate

9.36. According to Piaget’s view of moral development, during which of the following stages do children come to realize that rules are created and agreed upon cooperatively by individuals and can change if necessary?

a. moral relativism

b. cooperative morality

c. moral realism

d. social morality

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Understand the Concept

Easy

9.37. A child who believes in rules as real, indestructible things is in what Piagetian stage of

morality?

a. conventional

b. preconventional

c. moral realism

d. moral relativism

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Analyze It

Moderate

Rationale: According to Piaget, moral development occurs across two stages. The first stage, called moral realism, emerges in early middle childhood. In this stage children think that all rules must be obeyed as if they were written in stone.

9.38. Dean realizes that rules are agreements that may be changed if necessary. He is in which of Piaget’s stages of moral reasoning?

a. moral realism

b. moral relativism

c. preconventional stage

d. conventional stage

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Evaluate It

Moderate

Rationale: According to Piaget, moral development occurs across two stages: the second is called moral relativism. During this stage, children understand that rules are created and agreed upon cooperatively by individuals and that they can be changed if necessary.

9.39. Jason was hit by a baseball thrown by Rick. Jason understands that Rick didn't intentionally hit him, and doesn’t blame him for his injury. According to Piaget’s view, Jason’s reaction would be considered typical of the stage of:

a. moral realism

b. moral relativism

c. preconventional morality

d. postconventional morality

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Evaluate It

Moderate

9.40. Which of the following researchers wrote most extensively about the development of moral reasoning?

a. Erikson and Freud

b. Selman and Hetherington

c. Piaget and Kohlberg

d. Gilligan and Selman

Module: 9.2.2: The Development of Morality; 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

Rationale: Piaget described moral development as occurring across two stages: moral realism and moral relativism. Piaget’s two-stage theory of moral development was expanded by Lawrence Kohlberg.

9.41. If you were asked to solve one of Kohlberg’s “moral dilemmas,” this would involve:

a. answering questions about your own moral (or immoral) behavior

b. judging a logical argument to determine if a moral principle is being correctly described

c. determining how a misbehaving child should be punished

d. reading a story and judging whether the characters’ actions are moral or immoral

Module: 9.2.3: Kohlberg's Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Apply What You Know

Difficult

Rationale: In developing his now-classic theory, Kohlberg (1969) asked individuals (children, adolescents, and adults) to read stories involving moral dilemmas and then asked them questions about whether a central character’s behavior was moral or immoral.

9.42. Suppose that children participating in a research study were asked to answer the following question: If a child sees a classmate cheating on a test, should the child tell the teacher, or not? This study is employing a technique referred to as:

a. a moral dilemma

b. moral ambiguity

c. moral absolutism

d. egocentric thinking

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

Rationale: Within the context of Kohlberg’s research, moral dilemmas are stories in which individuals are asked to judge whether a character’s behavior was moral or immoral.

9.43. According to Kohlberg, as children develop, their moral reasoning becomes ______ abstract and ________ tied to the consequences of their behavior.

a. more; more

b. more; less

c. less; more

d. less; less

Module: 9.2.3: Kohlberg's Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Moderate

Rationale: Kohlberg identified two ways in which moral reasoning develops in middle childhood. First, as development proceeds, moral decisions increasingly become based on internalized moral principles rather than on external consequences, such as getting caught. Second, moral judgments become less concrete and more abstract as children develop.

9.44. Kohlberg proposed that there are ___ broad levels of moral development, each of which can be broken into ___ substages, for a total of ____ stages.

a. 4; 2; 8

b. 3; 3; 9

c. 3; 2; 6

d. 2; 3; 6

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Understand the Concept

Moderate

9.45. According to Kohlberg’s view of moral development, if Marty decides a behavior is right or wrong on the basis of whether it is rewarded or punished, he is using reasoning that is typical of which of the following?

a. the conventional level of moral reasoning

b. the individual principles stage of moral reasoning

c. the social conformity stage of moral reasoning

d. the preconventional level of moral reasoning

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

Rationale: In Kohlberg’s theory, preconventional reasoning is defined as obeying rules to avoid punishments or to obtain rewards.

9.46. Which of the following most accurately expresses the relative emphasis given to moral attitudes versus moral behavior in Lawrence Kohlberg’s theory of moral development?

a. Kohlberg’s theory focuses on explaining moral attitudes, but not moral behavior.

b. Kohlberg’s theory focuses on explaining moral behavior, but not moral attitudes.

c. Kohlberg’s theory focuses on explaining both moral attitudes and moral behavior.

d. Kohlberg’s theory focuses on explaining theoretical ethics, not moral attitudes or behavior.

Module: 9.2.3: Kohlberg's Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Moderate

Rationale: A critique of Kohlberg’s theory is that his research assesses moral attitudes, not moral behavior; there can be a substantial difference between thinking about moral questions and behaving morally.

9.47. Dr. Ramirez is critical of Kohlberg’s theory because it emphasizes a Western view of moral values. His criticism suggests that Kohlberg’s theory is too heavily influenced by:

a. moral absolutism

b. conventional morality

c. postconventional morality

d. moral dilemma

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

Rationale: Moral absolutism refers to any theory of morality that disregards cultural differences in moral beliefs.

9.48. Which of Kohlberg’s stages is most vulnerable to criticisms involving moral absolutism?

a. preconventional stage

b. conventional stage

c. postconventional stage

d. moral relativism stage

Module: 9.2.3: Kohlberg's Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Moderate

Rationale: Moral absolutism refers to any theory of morality that disregards cultural differences in moral beliefs. Kohlberg himself acknowledged that his sixth stage (postconventional level) of moral development may not apply to all people in all cultures, but rather may reflect Western values.

9.49. Suppose that researchers in China and researchers in England find that children in these two countries view moral decisions in very different ways. These findings would best demonstrate the meaning of the term:

a. postconventional morality

b. moral realism

c. moral dilemma

d. moral absolutism

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Difficult

Rationale: Moral absolutism refers to any theory of morality that disregards cultural differences in moral beliefs.

9.50. Carol Gilligan challenged the theory of moral development advanced by Lawrence Kohlberg because it was based on:

a. moral reasoning, not moral behavior

b. research conducted only with men, and not women

c. a non-Christian understanding of morality and moral principles

d. legal, rather than ethical, principles defining right and wrong

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Apply What You Know

Moderate

Rationale: Carol Gilligan and her colleagues challenged Kohlberg’s theory on the grounds of

gender bias, noting that females’ responses to Kohlberg’s moral dilemmas often placed them at lower levels in his stage-based model ( Gilligan, 1993; 1994). According to Gilligan, these gender differences arise because males and females use different criteria in making moral judgments.

9.51. According to Carol Gilligan, boys are more likely to base moral reasoning on principles involving ________, whereas girls are more likely to rely on principles emphasizing ________.

a. punishment; reward

b. reward; punishment

c. justice; caring

d. caring; justice

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Understand the Concept

Moderate

9.52. Which of the following statements is most likely to have been made by a boy, rather than a girl?

a. She broke the rules and she got what she deserved.

b. The punishment should be lenient because she has to take care of her children.

c. She should not be punished because she was trying to help.

d. She should be punished because she didn’t care about what happened to the other people.

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Evaluate It

Difficult

Rationale: Based on her research of women’s moral judgments, Gilligan proposed that there are two distinct types of moral reasoning, neither of which is superior to the other. One is based primarily on the concept of justice, the other primarily on human relationships and caring. As a consequence of early gender-specific experiences, the justice perspective becomes characteristic of traditional masculine thinking; caring for others is more common in traditionally feminine thought.

9.53. Which of the following statements is most likely to have been made by a girl, rather than a boy?

a. He knew what the rule was and he broke it, so he should be punished.

b. If everyone was excused for bad behavior, all we would have is bad behavior.

c. He was trying to the right thing, so he should receive no punishment.

d. He is usually right, so he is probably right this time too.

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Evaluate It

Difficult

9.54. According to the text, gender differences in moral reasoning begin to emerge:

a. in the first year of life

b. when children first enter school and have to contend with discipline

c. at about ages 9 to 12

d. only after they reach the postconventional stage of moral reasoning

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Understand the Concept

Moderate

9.55. In evaluating Carol Gilligan’s contributions to theories that explain moral development, it would be most accurate to note that her primary contribution was to emphasize the role of:

a. punishment

b. reward

c. parents

d. culture

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Evaluate It

Moderate

Rationale: Based on her research of women’s moral judgments, Gilligan proposed that there are two distinct types of moral reasoning: justice and caring. As a consequence of early gender-specific experiences, the justice perspective becomes characteristic of traditional masculine thinking; caring for others is more common in traditionally feminine thought. Gilligan’s work points out the important role that culture plays in shaping how individuals form their value systems.

Peer Relationships

Learning Objective 9.3: Explain how cognitive developments influence peer groups in middle childhood

9.56. As children move from early childhood into middle childhood, they become _____ likely to share secrets with parents and ______ likely to share secrets with friends.

a. more; less

b. less; more

c. more; more

d. less; less

Module: 9.3: Peer Relationships

Learning Objective 9.3

Understand the Concept

Easy

9.57. What research method did Robert Selman use to study the friendships of children?

a. case studies of children with no friends

b. case studies of children with lots of friends

c. questionnaires asking children to respond to stories about relationships

d. naturalistic observation

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Understand the Concept

Easy

9.58. The research method used by Robert Selman in his study of friendship development was most similar to that used by which of the following people?

a. Jean Piaget

b. Sigmund Freud

c. Mary Ainsworth

d. Lawrence Kohlberg

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Evaluate It

Moderate

Rationale: Selman’s approach was similar to the method used in Kohlberg’s studies of moral development: Tell children stories involving a “relationship” dilemma, then ask them questions to assess their concepts of other people, their self-awareness and ability to reflect, their concepts of personality, and their ideas about friendship.

9.59. According to Robert Selman’s theory of friendship development, the first stage of friendship is based on:

a. trust

b. reciprocity

c. give-and-take

d. physical or geographical considerations

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: In Selman’s first stage (ages 6 and under), a friend is just a playmate—someone who lives nearby, goes to the same school, or has desirable toys.

9.60. According to Robert Selman’s stage view of friendship development, children in which stage are most likely to define their friends based on geographical considerations?

a. Stage 1

b. Stage 2

c. Stage 3

d. Stage 4

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Understand the Concept

Moderate

9.61. Roger’s friend lives next door and is a good playmate who goes to the same school and has

great toys that they play with together. This example best illustrates what stage of friendship?

a. Stage 1

b. Stage 2

c. Stage 3

d. Stage 4

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Analyze It

Difficult

Rationale: In Selman’s first stage (ages 6 and under), a friend is just a playmate—someone who lives nearby, goes to the same school, or has desirable toys.

9.62. The idea of reciprocity and an awareness of another person’s feelings begin to form during

which of Robert Selman’s stages of friendship?

a. Stage 1

b. Stage 2

c. Stage 3

d. Stage 4

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Understand the Concept

Moderate

9.63. According to Robert Selman, the concept of trust appears for the first time during friendships among children of about what age?

a. 6 years old

b. 8 years old

c. 10 years old

d. 13 years old

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: In Selman’s third stage (ages 9 to 12), friends are seen as people who help each other, and the concept of trust appears.

9.64. Debbie and Jackie are both 10 years old. Their friendship is based on give-and-take. According to Robert Selman, Debbie and Jackie’s friendship is characteristic of which stage of friendship?

a. Stage 1

b. Stage 2

c. Stage 3

d. Stage 4

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: In Selman’s third stage (ages 9 to 12), friends are seen as people who help each other, and the concept of trust appears.

9.65. Shauna’s friends are all children she interacts with on a regular basis. When asked what a friend is, she says, “A friend is someone who will play a game with me that I want to play.” Based on Selman’s view of friendship development, your best guess is that Shauna is about ___ years old and is in Stage ___ of Selman’s theory.

a. 5; 1

b. 9; 3

c. 4; 5

d. 10; 2

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Analyze It

Difficult

Rationale: In Selman’s first stage (ages 6 and under), a friend is just a playmate—someone who lives nearby, goes to the same school, or has desirable toys.

9.66. Marcus defines a friend as “someone you can trust with your secrets and who will help you out when you need support.” He understands that to have friends, one also needs to be a good friend to others. Based on Selman’s view of friendship development, your best guess is that Marcus is about ___ years old and is in Stage ___ of Selman’s theory.

a. 6; 3

b. 11; 3

c. 16; 6

d. 9; 6

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Analyze It

Difficult

Rationale: In Selman’s third stage (ages 9 to 12), friends are seen as people who help each other, and the concept of trust appears.

9.67. Which of the following children is probably the oldest, based on how their definitions of what a friend is fit into Selman’s view of friendship development?

a. Yvonne, who says “a friend it the person you play with”

b. Greg, who says “a friend is someone who you can help you build things”

c. Mike, who says “a friend is someone who you can trust and depend on”

d. Gloria, who says “a friend is the person you spend the most time with”

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Evaluate It

Difficult

Rationale: In Selman’s first stage (ages 6 and under), a friend is just a playmate—someone who lives nearby, goes to the same school, or has desirable toys. Yvonne, Greg, and Gloria all appear to be in this stage. In Selman’s third stage (ages 9 to 12), friends are seen as people who help each other, and the concept of trust appears.

9.68. According to Selman, the primary force behind developmental changes in children’s friendships is which of the following?

a. the child’s age

b. the child’s intelligence level

c. the child’s ability to understand the difference between right and wrong

d. the child’s ability to take another person’s perspective

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Understand the Concept

Moderate

9.69. Selman’s view of how friendships develop in middle childhood would be most consistent with which of the following theoretical perspectives?

a. the psychoanalytic perspective

b. the behavioral perspective

c. the social-behavioral perspective

d. the cognitive perspective

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Evaluate It

Difficult

Rationale: Selman proposed a means for understanding how cognitive advances set the stage for social and personality development. Thus, his view is most consistent with the cognitive perspective.

9.70. A group of two or more people of similar status who interact with each other and who share norms and goals is the text’s definition of:

a. clique

b. peer group

c. reference group

d. marginal group

Module: 9.3.2: Peer Groups

Learning Objective 9.3

Understand the Concept

Easy

9.71. Cindy’s peer group would be considered very informal, and its members change quite frequently. Although the group plays games like soccer that involve specific rules, the group itself operates with few rules that define its membership. Cindy is most likely about how old?

a. 8 years old

b. 10 years old

c. 12 years old

d. 14 years old

Module: 9.3.2: Peer Groups

Learning Objective 9.3

Evaluate It

Moderate

Rationale: In early middle childhood, peer groups are relatively informal. The peer group takes on greater significance for its members when they reach the ages of 10 to 12, and peer groups typically develop a more formal structure during this period.

9.72. Which of the following features is most likely to characterize peer groups of children who are ages 10 to 12?

a. informal group structure

b. having few operating rules

c. a rapid turnover in membership

d. strong conformity to group norms

Module: 9.3.2: Peer Groups

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: In later middle childhood, peer pressure becomes an important force, and conformity to group norms becomes extremely important. The strict attitudes about rules, conformity, and sex segregation that are characteristic of many peer groups composed of 10- to 12-year-olds usually do not diminish until mid-adolescence.

9.73. Children in which of the following age groups are most likely to have peer groups that consist of only children of their same gender?

a. children age 2–4

b. children age 4–6

c. children age 7–9

d. children age 10–12

Module: 9.3.2: Peer Groups

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: When children reach the age of 10 to 12, separation of the sexes becomes especially noticeable. Peer groups are now almost invariably composed of one sex, and boy groups and girl groups maintain different interests, activities, and styles of interaction.

9.74. As children move from early to middle childhood, their peer groups generally become:

a. less formal, with members moving in and out of the group frequently

b. less structured, with fewer rules for group membership

c. less gender segregated, with most groups having both boys and girls

d. more conformist, with stricter expectations about how group members should behave

Module: 9.3.3: Peer Group Conformity

Learning Objective 9.3

Analyze It

Moderate

9.75. According to a study cited in the text, when aggressive children in fourth to sixth grade were asked to nominate the “coolest” children in their class, they most frequently mentioned children who were:

a. aggressive

b. physically attractive

c. intelligent

d. older

Module: 9.3.3: Peer Group Conformity

Learning Objective 9.3

Understand the Concept

Moderate

9.76. Suppose you selected a group of highly aggressive fifth-grade boys and girls and asked them who the “coolest” person in their class is. Generalizing from research cited in the text, you would expect them to choose:

a. Sam, who is very attractive physically

b. Matthew, who is very smart

c. Les, who is very aggressive

d. Rob, who is very tall

Module: 9.3.3: Peer Group Conformity

Learning Objective 9.3

Apply What You Know

Moderate

Rationale: In one study of fourth- to sixth-graders, aggressive children were often nominated as the “coolest” members of their class by other aggressive children, and this was true for girls as well as boys (Rodkin, Farmer, Pearl, & Van Aker, 2006).

9.77. Which of the following children is least likely to be popular with friends?

a. Albert, who is of above-average intelligence

b. Alex, who is a very good student and earns good grades

c. Allen, who is a shy, timid child

d. Abe, who is very good at sports

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Evaluate It

Moderate

9.78. Which of the following children is most likely to be popular with friends?

a. Meg, who is a very good student

b. Molly, who is shy

c. Middie, who is a bully

d. Matty, who is below average in intelligence

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Evaluate It

Moderate

Rationale: Once children enter school, academic performance and athletic ability are particularly important predictors of popularity. Few children like a bully, so the overly aggressive child is shunned. Timid children often suffer the most from peer rejection, at least in the U.S. majority culture.

9.79. Generalizing from the text, which of the following children would be most likely to suffer from peer rejection in the United States?

a. a child who is very bright

b. a child who is mildly aggressive

c. a child who is a very good athlete

d. a child who is very timid

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Analyze It

Moderate

Identity and Prejudice

Learning Objective 9.4: Relate identity formation to peer group interaction in middle childhood

9.80. According to the text, the term “prejudice” should be considered to be _________ and the term “discrimination” should be considered to be ____________.

a. a positive behavior; a negative behavior

b. behavior directed at in-group members; behavior directed at out-group members

c. an attitude; behavior

d. socially acceptable; socially unacceptable

Module: 9.4: Identity and Prejudice

Learning Objective 9.3

Understand the Concept

Moderate

9.81. Lorraine says, “I don’t like those people because they are different from me and my friends.” Using psychological terminology, Lorraine’s comment has identified the people she doesn’t like as:

a. an in-group

b. an out-group

c. a side-group

d. a dumped group

Module: 9.4: Identity and Prejudice

Learning Objective 9.3

Analyze It

Moderate

Rationale: As defined, an out-group includes people who are perceived to be different and therefore undesirable.

9.82. Barbara holds negative attitudes about people who belong to groups that differ from her according to some noticeable attributes such as race, religion, or ethnicity. Psychologists would define Barbara’s situation as an example of what is meant by the term:

a. racial/ethnic identity

b. ethnic awareness

c. discrimination

d. prejudice

Module: 9.4: Identity and Prejudice

Learning Objective 9.3

Analyze It

Moderate

Rationale: Prejudice is defined as a negative attitude formed without adequate reason and usually directed toward people because of their membership in a certain group.

9.83. Excluding or teasing members of a particular group are best thought of as examples of which of the following?

a. discrimination

b. prejudice

c. both discrimination and prejudice

d. neither discrimination nor prejudice

Module: 9.4: Identity and Prejudice

Learning Objective 9.3

Evaluate It

Moderate

Rationale: Discrimination is defined as treating others in a prejudiced manner.

9.84. If all of Jane’s friends like each other and see themselves as being quite similar to each other, a psychologist would most likely describe this group as:

a. an in-group

b. an out-group

c. a side-group

d. a popular group

Module: 9.4: Identity and Prejudice

Learning Objective 9.3

Analyze It

Moderate

Rationale: An in-group is a group of people who we view as being similar to us and as possessing desirable characteristics.

9.85. According to the text, when does ethnic awareness begin to develop?

a. in infancy

b. in early childhood

c. during the elementary school years

d. during adolescence

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Understand the Concept

Moderate

9.86. From a developmental perspective, which of the following is the first step to occur when developing an ethnic identity?

a. learning which ethnic group one belongs to

b. learning who the leaders of one’s ethnic group are

c. learning the rules of group membership for one’s ethnic group

d. learning to behave in a manner that doesn’t violate the rules of one’s ethnic group

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Understand the Concept

Moderate

9.87. Suppose that Germaine, who is African American, attends a school where about half the students are African American and half are white. Generalizing from research reported in the text, in which of the following grades should you expect Germaine to be least likely to have a white friend?

a. fourth grade

b. fifth grade

c. sixth grade

d. seventh grade

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Evaluate It

Difficult

Rationale: A study in a California town in which the schools were about half African American and half White found that older children actually were less likely than younger ones to have a friend of a different ethnicity: Interethnic friendships declined steadily from the fourth through the seventh grade.

9.88. Which of the following best describes the relationship between age and a child’s likelihood of having friends from a different racial or ethnic group?

a. Older children are more likely to have friends from different racial/ethnic groups.

b. Younger children are more likely to have friends from different racial/ethnic groups.

c. Seven-year-old children are more likely to have friends from different racial/ethnic groups than are children who are older or younger.

d. Age is unrelated to the likelihood of having friends from different racial/ethnic groups.

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Evaluate It

Moderate

Rationale: A study in a California town in which the schools were about half African American and half white found that older children actually were less likely than younger ones to have a friend of a different ethnicity. Interethnic friendships declined steadily from the fourth through the seventh grade. The researchers concluded that as children grow older, ethnic or racial similarity becomes an increasingly powerful basis for friendship (Ocampo, Knight, & Bernal, 1997).

Family Influences in Middle Childhood

Learning Objective 9.5: Characterize parent-child interactions in middle childhood

9.89. According to the text, during middle childhood the most important socializing influence on children is:

a. the peer group

b. the child’s best friend

c. the child’s teachers

d. the family

Module: 9.5: Family Influences in Middle Childhood

Learning Objective 9.5

Understand the Concept

Easy

9.90. According to the text, as Abbey moves through middle childhood, her parents would be expected to become less concerned with her ____________ and more concerned with her _____________.

a. industry; trust

b. industry; intimacy needs

c. achievement; autonomy

d. autonomy; achievement

Module: 9.5.1: Parent-Child Interactions and Relationships

Learning Objective 9.5

Apply What You Know

Moderate

Rationale: As noted in the text, when children begin their formal education, parents become less concerned with promoting autonomy and establishing daily routines and more concerned with their children’s work habits and achievement.

9.91. When Jeremy learns to direct his own behavior, rather than behave in strict accordance with the directions of his parents and teachers, psychologists would say he has developed:

a. coregulation

b. peer status

c. self-regulated behavior

d. self-monitoring

Module: 9.5.1: Parent-Child Interactions and Relationships

Learning Objective 9.5

Analyze It

Moderate

Rationale: Self-regulated behavior is defined as children’s ability to control and direct their own behavior and to meet the requirements that parents and others impose upon them.

9.92. Self-regulated behavior is best encouraged when parents:

a. use mild, but never harsh, physical punishment

b. use verbal reasoning to discipline the child

c. set strict rules and make few, if any, exceptions

d. allow the child to learn by trial and error, with little guidance

Module: 9.5.1: Parent-Child Interactions and Relationships

Learning Objective 9.5

Evaluate It

Moderate

Rationale: As noted in the text, self-regulation is encouraged when parents use verbal reasoning and suggestion rather than strict approaches to discipline.

9.93. When parents use a reasoning-based set of parenting skills to discipline their child, this encourages all of the following EXCEPT:

a. better self-regulation for the child

b. more prosocial behavior from the child

c. better compliance with the rules that are set

d. lesser popularity with other children in the peer group

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

Rationale: As noted in the text, a reasoning-based approach leads to more prosocial behavior

and to better compliance with social rules. Also, parents who remind their children of the effects of their actions on others tend to have children who are more popular and whose moral standards are internalized more fully. Self-regulation is also encouraged when parents use verbal reasoning and suggestion rather than strict approaches to discipline.

9.94. Suppose that Mary and Dave want to increase their son’s self-regulated behavior. Which of the following discipline practices is most closely linked to this outcome?

a. authoritarian practices

b. indifferent practices

c. permissive practices

d. authoritative practices

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

Rationale: Self-regulation is encouraged when parents use verbal reasoning and suggestion rather than strict approaches to discipline. Authoritative parents use such tactics: They encourage communication and negotiation in rule setting within the family.

9.95. As Greta grows older, her parents gradually increase her involvement in family decisions, such as where to go on vacation and how to spend the weekends together. Her parents are developing Greta’s:

a. scaffolding behaviors

b. power-assertive socialization skills

c. other-oriented induction skills

d. self-regulated behaviors

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

Rationale: Self-regulation is encouraged when parents use verbal reasoning and suggestion rather than strict approaches to discipline.

9.96. The development of a sense of shared responsibility between parents and their children defines the concept of:

a. self-monitoring

b. coregulation

c. self-regulation

d. reciprocity

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Understand the Concept

Easy

9.97. When parents develop a sense of shared responsibility with their children, the term used to describe this activity is:

a. coadministration

b. cooperation

c. codirection

d. coregulation

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Understand the Concept

Moderate

Rationale: Coregulation is defined as the development of a sense of shared responsibility between parents and their children.

9.98. George and Ramona want to help their son develop self-regulated behavior. They will be

most successful if they:

a. gradually increase the child’s involvement in family decisions

b. gradually decrease the child’s involvement in family decisions

c. use power-assertive socialization

d. allow the child to set his own behavior limits and experience the consequences

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Evaluate It

Moderate

Rationale: One way that parents can encourage self-regulated behavior is to gradually increase

the child’s involvement in family decisions. By engaging in frequent discussions and negotiations with their children, parents can encourage greater independence while still providing support and guidance.

9.99. Development of a sense of shared responsibility between parents and children, such as

negotiating a curfew, is called

a. scaffolding

b. coregulation

c. moral relativism

d. moral absolutism

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Apply What You Know

Moderate

Rationale: Coregulation involves the development of a sense of shared responsibility between parents and their children.

9.100. When planning a family vacation, Emma and her parents shared responsibility and cooperated together on the details. Psychologists would generally refer to practices such as this by using the term:

a. coregulation

b. scaffolding

c. social regulation

d. self-regulation

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

Rationale: Coregulation involves the development of a sense of shared responsibility between parents and their children.

9.101. Jill’s parents want her to become more responsible, so they buy her the puppy she wants and they expect her to perform simple care-taking tasks, like putting its food in its bowl. By asking Jill to perform tasks that are difficult for her, but providing her advice and support to make sure she learns these tasks, Jill’s parents are:

a. engaging in coregulation

b. teaching Jill autonomy

c. using scaffolding

d. teaching Jill to self-monitor

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Apply What You Know

Difficult

Rationale: Scaffolding involves the concept of presenting children with tasks just beyond their level of competence and then providing support and assistance that allows them to accomplish these tasks.

The Changing Nature of the Family

Learning Objective 9.6: Contextualize child development within a family setting

9.102. About what percentage of the U.S. adult population describes themselves as being members of the LGBT community?

a. 3.5%

b. 5.6%

c. 7.9%

d. 12.5%

Module: 9.6.1: Families Headed by Same-Sex Parents

Learning Objective 9.6

Understand the Concept

Easy

9.103. In comparison to families headed by a married man and woman, families headed by a same-sex couple are more likely to be characterized by which of the following?

a. for parents to have higher household income

b. for parents to have less relationship stability

c. for parents to be more likely to be employed

d. for children to have more positive outcomes in development

Module: 9.6.1: Families Headed by Same-Sex Parents

Learning Objective 9.6

Understand the Concept

Moderate

9.104. Today, about what percent of children born in the United States were born to unmarried mothers?

a. 9%

b. 16%

c. 24%

d. 40%

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Understand the Concept

Moderate

9.105. Over the past 25 years, how has the percent of children born to unmarried mothers changed?

a. There are about half as many children born to unmarried mothers today as in 1985.

b. There are about the same number of children born to unmarried mothers today as in 1985.

c. There are slightly more children born to unmarried mothers today compared to 1985.

d. There are many more children born to unmarried mothers today compared to 1985.

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Evaluate It

Moderate

Rationale: Today, nearly 40% of children born were born to unmarried mothers, an increase of about 60% since 1985.

9.106. In 1948, about ___ % of mothers of school-aged children worked outside the home; today about ___ % of these mothers work.

a. 13; 26

b. 26; 52

c. 26; 76

d. 52; 76

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Understand the Concept

Moderate

9.107. In the United States in 2014, what percent of mothers with school-aged children worked outside the home?

a. 26%

b. 51%

c. 76%

d. 89%

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Understand the Concept

Moderate

9.108. When compared with women who do not have children, women with school-age children are:

a. much less likely to work outside the home

b. slightly less likely to work outside the home

c. about equally likely to work outside the home

d. more likely to work outside the home

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Understand the Concept

Moderate

9.109. In the United States today, in about _____ of two-parent families with children between ages 6 and 17, both parents work outside the home.

a. one-quarter

b. one-third

c. one-half

d. two-thirds

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Understand the Concept

Moderate

9.110. Which of the following women is most likely to work outside the home?

a. Mary, who is a single mother with a 13-year-old child

b. Judy, who is a mother of a 13-year-old child and who is married

c. Linda, who is a mother of a 2-year-old child and who is divorced

d. Gretchen, who is a mother of a 2-year and who is married

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Evaluate It

Difficult

Rationale: According to data in Figure 9.2 in the text, 74.2% of unmarried mothers with children under age 18, 67.8% of married mothers with children under age 18, 63.4% of unmarried mothers with children under age 3, and 60.1% of married mothers with children under age 3 were in the labor force. The conclusion is that the woman most likely to be in the labor force is an unmarried mother with older children.

9.111. Results from a study of children with working parents found that the one thing children wished they could change was that their parents:

a. made more money

b. were less tired and stressed

c. did not both work

d. provided higher quality after-school care

Module: 9.6.3: Child Care and the Working Family

Learning Objective 9.6

Understand the Concept

Moderate

9.112. Suppose you are interviewing a group of elementary school children from families in which both parents worked full time. If you asked these children what they wished they could change about their family circumstances, you would expect, based on research, that they would be most likely to comment that they wished their parents:

a. made more money

b. were less tired and stressed

c. did not both work

d. provided higher quality after-school care

Module: 9.6.3: Child Care and the Working Family

Learning Objective 9.6

Apply What You Know

Moderate

Rationale: The text reports a study in which children with working parents were interviewed one-on-one. In general they felt they were well supervised, that their parents often gave priority to family over work, but that they wished that their parents would be less stressed and less tired.

9.113. Suppose that Jillian has been living in a situation characterized by a high level of chronic and severe stress. Which of the following behaviors would Jillian be LEAST likely to express?

a. blunted emotions

b. difficulty developing affections for others

c. extremely docile, unaggressive behavior

d. depression

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Apply What You Know

Difficult

Rationale: Young children who live with the chronic stress and severe stress associated with constant violence tend to be fearful, depressed, and anxious. Many have trouble concentrating in school and suffer other school-related problems. Children may fear being abandoned and may become overly aggressive and insolent to disguise their fears. Many children develop blunted emotions—they are afraid to develop affection for people who may be killed or who may abandon them.

9.114. According to the text, if a child experiences a high level of chronic and severe stress, that child is at risk for developing:

a. posttraumatic stress disorder

b. attention-deficit/hyperactivity disorder

c. antisocial personality disorder

d. overly secure attachments with caregivers

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Understand the Concept

Easy

9.115. The text describes a study in which children in stressful environments in Hawaii were studied. Those who were resilient were more likely than others to:

a. have difficult temperaments

b. have slow-to-warm-up temperaments

c. have insecure attachment to their mothers but secure attachment to their fathers

d. shift attachments if the parent or grandparent was no longer available

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Understand the Concept

Moderate

9.116. According to a study of resilient Hawaiian children reported in the text, children who coped well even in stressful circumstances were more likely to have been temperamentally “easy” babies and to have:

a. grown up in a two-parent family

b. had at least one sibling of each sex

c. had a close attachment to a parent or grandparent in the first year of life

d. been separated in age by at least two years from other children in the family

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Understand the Concept

Moderate

9.117. Children who are able to overcome difficult environments and lead socially competent lives are described by psychologists with which of the following terms?

a. self-regulation

b. coregulation

c. resilience

d. self-monitoring

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Analyze It

Moderate

Rationale: Resilient children are children who are able to overcome difficult environments to lead socially competent lives.

9.118. If you know that Bob is a highly resilient child, even though he has grown up under stressful circumstances, your best guess is that his early life was characterized by:

a. insecure attachment to his mother

b. insecure attachment to his father

c. difficult temperament

d. easy temperament

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Evaluate It

Difficult

Rationale: In one study of Hawaiian children, those who had overcome difficult environments to

lead socially competent lives (i.e., resilient children), shared certain characteristics. As babies, they had been temperamentally “easy” and had developed secure attachments to a parent or grandparent in the first year of life.

9.119. Ricca had an extremely stressful childhood, having been raised in a series of foster homes, one of which involved child abuse. Yet, Ricca is a confident, well-adjusted teenager. Psychologists would describe Ricca by saying that she was:

a. high in self-monitoring

b. high in coregulation

c. resilient

d. egocentric

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Analyze It

Moderate

Rationale: Resilient children are children who are able to overcome difficult environments to lead socially competent lives.

9.120. In the United States today, about ______ of families are single-parent families headed by men.

a. 1%

b. 4%

c. 9%

d. 12%

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Understand the Concept

Moderate

9.121. According to recent data cited in the text, what percent of single-parent families headed by mothers live in poverty?

a. 10%

b. 20%

c. 34%

d. 46%

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Understand the Concept

Moderate

9.122. According to the text, which of the following statements about how girls and boys benefit from their mothers’ working outside the home is most accurate?

a. Boys generally benefit more than girls.

b. Girls generally benefit more than boys.

c. Boys and girls both generally benefit, and in about the same amount.

d. Neither boys nor girls benefit, and all children suffer when their mothers have to work.

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Understand the Concept

Moderate

9.123. According to the text, about what proportion of marriages in the United States end in divorce?

a. about one-third

b. about 40%

c. about 55%

d. about 65%

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Understand the Concept

Easy

9.124. Based on general trends, which of the following children is likely to experience the least amount of disruption as the result of her parents’ divorce?

a. Ellen, who is sent to live with her grandparents in a different state

b. Julia, whose mother just “leaves” and disappears from the family

c. Jackie, whose father just “leaves” and disappears from the family

d. Lucy, who continues to live with her mother in her same home, and whose father stays in contact with the family

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Evaluate It

Moderate

Rationale: The consequences of divorce for children are more problematic when the divorce involves major changes in the child’s living arrangements and when one or both parents fail to maintain strong emotional attachments and stay involved in their children’s lives.

9.125. A family in which a mother or father with children has remarried is referred to as what type of family?

a. nuclear family

b. reconstituted family

c. extended family

d. double-parent family

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Apply What You Know

Moderate

Rationale: A reconstituted family, also known as stepfamily, is a family where a mother or a

father with children has remarried to produce a new family.

9.126. Mae’s mother recently married a man with two children. Her family’s situation is best described as which of the following?

a. double-parented

b. reconstituted

c. extended

d. foster

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Apply What You Know

Moderate

Rationale: A reconstituted family, also known as stepfamily, is a family where a mother or a

father with children has remarried to produce a new family.

Current Issues: Friends and Enemies, Bullies and Victims – The Social Life of School

9.127. Repeated and intentional aggression directed by an aggressive child against a less powerful victim is the definition of:

a. bullying

b. prejudice

c. discrimination

d. provocation

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Understand the Concept

Easy

9.128. According to research cited in the text, which of the following children would be most likely to be bullied via physical aggression?

a. a 7-year-old girl

b. a 7-year-old boy

c. an 11-year-old girl

d. an 11-year-old boy

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Analyze It

Moderate

Rationale: According to research cited in the text, about one-half of school-age children report that they have been teased or bullied in the past month, and younger children report bullying more often than do older children. Girls and boys both report teasing, taunting, and other forms of physical abuse, although physical bullying is more common among boys.

9.129. According to research cited in the text, which of the following children would be most likely to be bullied by being physically pushed around or hit?

a. a 7-year-old girl

b. a 7-year-old boy

c. an 11-year-old girl

d. an 11-year-old boy

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Analyze It

Difficult

Changing Perspectives: Families Coping in Difficult Circumstances

9.130. Based on results from a study of 419 families in Milwaukee, Wisconsin, you would predict that as the economic pressure felt by parents increased, which of the following was likely to result?

a. parents used less punishment when their children misbehaved

b. parents turned to their children for support, becoming more affectionate

c. children turned to other children for support, becoming more prosocial in their play

d. teachers rated children as having higher levels of behavioral problems

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Understand the Concept

Moderate

9.131. Based on research presented in the text, you would expect that an economic recession might be linked to which of the following?

a. higher school performance among children

b. more affection being shown between parents and children

c. more behavioral problems in the schools

d. less use of physical punishment by parents to discipline children

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Evaluate It

Moderate

Rationale: Results of a research study cited in the text showed that when economic pressure mounted, parents became more distressed. Their stress then contributed to a more punishment-oriented style of discipline and to a less affectionate relationship with their children. Less than optimal parenting, in turn, was linked to lower teacher ratings of the children’s prosocial behavior and to higher ratings of their behavioral problems (Mistry et al., 2002).

Short Answer questions:

Personality Development in an Expanding Social World

Learning Objective 9.1: Differentiate the developmental trends in self-esteem and self-concept during middle childhood

9.132. What do psychologists mean when they use the term self-concept?

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Evaluate It

Moderate

9.133. Explain the difference between industry and inferiority and suggest two circumstances that might help a child develop a sense of industry.

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Analyze It

Moderate

9.134. How does self-esteem differ from self-concept?

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

9.135. How might parents of a child who is having trouble succeeding academically help that child develop positive self-esteem?

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Evaluate It

Moderate

Social Knowledge and Reasoning

Learning Objective 9.1: Apply psychological models to the development of social reasoning in middle childhood

9.136. Explain the difference between social inferences and social regulations and describe how they both contribute to the development of social cognition.

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Analyze It

Moderate

9.137. How are the concepts of social inferences, social responsibility, social regulations, and social cognition related to each other?

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Evaluate It

Moderate

9.138. Explain the difference between moral realism and moral relativism and suggest which develops first.

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Analyze It

Moderate

9.139. Describe how a child in Kohlberg’s preconventional stage of moral development would determine whether taking candy from a dish was morally right or wrong. What reasoning would this child most likely use?

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

9.140. What is a moral dilemma and how did Kohlberg employ moral dilemmas in his study of moral development?

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Apply What You Know

Moderate

9.141. What is moral absolutism and why is this charge sometimes made against Kohlberg’s research on moral development?

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Moderate

9.142. Briefly suggest how boys and girls differ in how they make moral judgments.

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Analyze It

Difficult

Peer Relationships

Learning Objective 9.3: Explain how cognitive developments influence peer groups in middle childhood

9.143. Describe the method Robert Selman used to investigate how children move through the stages of friendship development.

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

9.144. Describe the main feature associated with each of Selman’s four stages of friendship development.

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

9.145. Identify two ways that children’s peer groups usually change as they move from early childhood into middle childhood.

Module: 9.3.2: Peer Groups; 9.3.3: Peer Group Conformity

Learning Objective 9.3

Analyze It

Moderate

9.146. Explain how peer group conformity changes as children move through middle childhood.

Module: 9.3.3: Peer Group Conformity

Learning Objective 9.3

Apply What You Know

Moderate

9.147. Identify three factors that contribute to a child’s popularity during the period of middle childhood.

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Apply What You Know

Moderate

9.148. Describe how a teacher’s behavior in the classroom can improve the popularity for an aggressive child and for a timid child. What things might the teacher do in each of these cases?

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Analyze It

Moderate

Identity and Prejudice

Learning Objective 9.4: Relate identity formation to peer group interaction in middle childhood

9.149. Explain the difference between prejudice and discrimination.

Module: 9.4

Learning Objective 9.4

Analyze It

Moderate

9.150. Briefly describe how a child comes to develop a sense of ethnic identity.

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Apply What You Know

Moderate

Family Influences in Middle Childhood

Learning Objective 9.5: Characterize parent-child interactions in middle childhood

9.151. Describe how parents’ concerns about their children’s behavior typically shift as children begin their formal education.

Module: 9.5: Family Influences in Middle Childhood; 9.5.1: Parent-Child Interactions and Relationships

Learning Objective 9.5

Apply What You Know

Moderate

9.152. Explain the difference between self-regulated behavior and coregulation.

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

The Changing Nature of the Family

Learning Objective 9.6: Contextualize child development within a family setting

9.153. How do families headed by same-sex parents compare to families headed by a mother and father with respect to employment and family income?

Module: 9.6.1: Families Headed by Same-Sex Parents

Learning Objective 9.6

Apply What You Know

Moderate

9.154. Note two important ways that family structure in the United States has changed over the past three decades.

Module: 9.6.2: Economic Challenges Associated With Family Structure

Learning Objective 9.6

Apply What You Know

Moderate

9.155. Suggest three outcomes that are commonly associated when children live in a chronic and highly stressful environment.

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Analyze It

Moderate

9.156. Based on findings from a study of resilient children growing up in Hawaii, identify the two characteristics that contribute most to the development of resilience in children.

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Evaluate It

Moderate

9.157. List five guidelines for parents to follow to improve their effectiveness as parents.

Module: 9.6.5: Stress and Single Parenting

Learning Objective 9.6

Understand the Concept

Moderate

9.158. Identify three important factors that strongly influence how children react to divorce and suggest how parents can minimize the negative impact of divorce on their children.

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Apply What You Know

Moderate

9.159. What is a reconstituted family?

Module: 9.6.6: Children of Divorce

Learning Objective 9.6

Understand the Concept

Moderate

Essay questions:

Personality Development in an Expanding Social World

Learning Objective 9.1: Differentiate the developmental trends in self-esteem and self-concept during middle childhood

9.160. Describe three ways in which children’s self-concepts are likely to change as they move from early childhood through middle childhood.

Module: 9.1.1: Self-Concept

Learning Objective 9.1

Analyze It

Moderate

9.161. How might a child’s experiences in kindergarten affect how she negotiates the crisis of industry versus inferiority? What sorts of things might lead to the development of a sense of industry? Which could lead to a sense of inferiority?

Module: 9.1.2: Industry Versus Inferiority

Learning Objective 9.1

Analyze It

Moderate

9.162. In what ways might children who belong to disadvantaged ethnic groups have more difficulty developing a positive sense of self-esteem than children in the majority culture? How can parents of minority children help them develop a strong sense of self-worth and self-esteem?

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Analyze It

Difficult

9.163. Describe in detail how excessive praise might influence child development in negative ways.

Module: 9.1.3: Self-Esteem

Learning Objective 9.1

Analyze It

Difficult

Social Knowledge and Reasoning

Learning Objective 9.1: Apply psychological models to the development of social reasoning in middle childhood

9.164. Describe how the child’s ability to use social inferences and understand social responsibilities change as that child moves through middle childhood.

Module: 9.2.1: The Development of Social Cognition

Learning Objective 9.2

Apply What You Know

Moderate

9.165. Describe the transition from moral realism to moral relativism, as outlined in Piaget’s view of moral development.

Module: 9.2.2: The Development of Morality

Learning Objective 9.2

Apply What You Know

Moderate

9.166. Suggest two ways that Piaget’s and Kohlberg’s view of moral development are similar to each other. How do these theories differ?

Module: 9.2.2: The Development of Morality; 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Evaluate It

Difficult

9.167. Distinguish among the preconventional, conventional, and postconventional levels of moral reasoning. Provide a clear example of behavior that typifies each of these three stages.

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

9.168. What is a moral dilemma, as defined by research conducted by Lawrence Kohlberg? How did Kohlberg use moral dilemmas to investigate the development of moral reasoning?

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Apply What You Know

Moderate

9.169. Referring to Kohlberg’s theory, distinguish between moral attitudes and moral behavior.

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning

Learning Objective 9.2

Analyze It

Moderate

9.170. Define moral absolutism and suggest how Carol Gilligan’s critique of Kohlberg’s theory was centered on this issue. How did Gilligan’s work expand Kohlberg’s view to reduce the concern about moral absolutism?

Module: 9.2.3: Kohlberg’s Preconventional, Conventional, and Postconventional Reasoning; 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Evaluate It

Difficult

9.171. Using the research on gender differences in the development of moral reasoning as an example, suggest how culture can influence the development of moral reasoning.

Module: 9.2.4: Gender Differences in Moral Development

Learning Objective 9.2

Evaluate It

Difficult

Peer Relationships

Learning Objective 9.3: Explain how cognitive developments influence peer groups in middle childhood

9.172. Outline the basic features of Robert Selman’s view of friendship development and suggest what changes are associated with each of the following age groups: age 6 and under; ages 7 to 9; ages 9 to 12; age 12 and older.

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

9.173. Does Selman’s view of friendship development reflect more a cognitive, a psychodynamic, or a social-learning perspective? Present evidence to support your answer.

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Evaluate It

Difficult

9.174. Define what is meant by the term “peer group” and suggest three ways that peer groups usually change as children move through middle childhood.

Module: 9.3.1: Developmental Patterns in Friendship

Learning Objective 9.3

Apply What You Know

Moderate

9.175. How can peer group conformity be viewed as the result of children’s increasing social cognition? Provide an example to demonstrate your explanation.

Module: 9.3.3: Peer Group Conformity

Learning Objective 9.3

Evaluate It

Difficult

9.176. What factors contribute to popularity during middle childhood? What can parents and teachers do to enhance the popularity of children who other children do not like?

Module: 9.3.4: Popularity Within the Peer Group

Learning Objective 9.3

Apply What You Know

Moderate

Identity and Prejudice

Learning Objective 9.4: Relate identity formation to peer group interaction in middle childhood

9.177. Provide an example that demonstrates how a person can exhibit prejudice without discrimination. Is it possible to discriminate without being prejudiced? Explain your answer.

Module: 9.4

Learning Objective 9.4

Evaluate It

Moderate

9.178. How does a child come to develop a sense of ethnic identity?

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Apply What You Know

Moderate

9.179. Discuss how a child who is a member of a disadvantaged minority group might be discouraged from succeeding in a majority-based setting, such as college. How can such children be encouraged to succeed?

Module: 9.4.1: The Development of Ethnic Identity

Learning Objective 9.4

Evaluate It

Moderate

Family Influences in Middle Childhood

Learning Objective 9.5: Characterize parent-child interactions in middle childhood

9.180. Why does parental monitoring become more important as children enter middle childhood?

Module: 9.5.1: Parent-Child Interactions and Relationships

Learning Objective 9.5

Evaluate It

Moderate

9.181. How does coregulation encourage self-regulated behavior? Provide an example of how parents can establish this relationship.

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Analyze It

Moderate

9.182. How might a child’s temperament and early relationships with caregivers be linked to that child’s later resilience?

Module: 9.5.2: Self-Regulated Behavior

Learning Objective 9.5

Evaluate It

Difficult

The Changing Nature of the Family

Learning Objective 9.6: Contextualize child development within a family setting

9.183. Suggest three ways that families headed by same-sex parents appear to be different from those headed by a mother and a father.

Module: 9.6.1: Families Headed by Same-Sex Parents

Learning Objective 9.6

Apply What You Know

Difficult

9.184. How would you respond to the following statement: “Women should not work outside the home until their children are in high school because the children suffer.” Cite evidence presented in the text as part of your response.

Module: 9.6.2: Economic Challenges Associated With Family Structure; 9.6.3: Child Care and the Working Family

Learning Objective 9.6

Evaluate It

Difficult

9.185. What are the typical effects of chronic and extreme stress on children? Suggest at least four possible outcomes associated with such circumstances.

Module: 9.6.4: Stress and Resilience

Learning Objective 9.6

Analyze It

Moderate

9.186. Suggest five things that parents can do to help their children better adjust to an impending divorce.

Module: 9.6.5: Stress and Single Parenting; 9.6.6: Children of Divorce

Learning Objective 9.6

Analyze It

Moderate

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Chapter 9 Mid-Childhood Dev – Quiz 1

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