Test Questions & Answers – Emotional And Social – Chapter 10

Chapter 10
emotional and social development in middle childhood

Multiple Choice

1. Francisco, a fifth grader, shows industriousness when he ________.

A) designs a robot and enters a competition with it

B) says he is popular with most of his peers

C) attributes his poor math skills to bad luck that day

D) disagrees with his parents about cutting his hair

Page Ref: 321

Skill Level: Apply

Objective: 10.1 Identify personality changes that take place during Erikson’s stage of industry versus inferiority.

Topic: Erikson’s Theory: Industry versus Inferiority

Difficulty Level: Difficult

2. Eleven-year-old Leah has developed a sense of competence at a number of useful skills and tasks. She has a positive but realistic self-concept and takes pride in her accomplishments. According to Erikson’s theory, Leah has ________.

A) positively resolved the psychological conflict of middle childhood

B) developed an ideal self that guides her behavior

C) not yet encountered the psychological conflict of middle childhood

D) overcome the challenge of role confusion

Page Ref: 321

Skill Level: Apply

Objective: 10.1 Identify personality changes that take place during Erikson’s stage of industry versus inferiority.

Topic: Erikson’s Theory: Industry versus Inferiority

Difficulty Level: Difficult

3. According to Erikson, the danger in middle childhood is ________, reflected in the pessimism of children who lack confidence in their ability to do things well.

A) shame

B) mistrust

C) inferiority

D) despair

Page Ref: 321

Skill Level: Understand

Objective: 10.1 Identify personality changes that take place during Erikson’s stage of industry versus inferiority.

Topic: Erikson’s Theory: Industry versus Inferiority

Difficulty Level: Easy

4. Erikson’s sense of ________ combines several developments of middle childhood: a positive but realistic self-concept, pride in accomplishment, moral responsibility, and cooperative participation with agemates.

A) trust

B) autonomy

C) identity

D) industry

Page Ref: 321

Skill Level: Understand

Objective: 10.1 Identify personality changes that take place during Erikson’s stage of industry versus inferiority.

Topic: Erikson’s Theory: Industry versus Inferiority

Difficulty Level: Easy

5. In middle childhood, children’s self-descriptions start to emphasize ________.

A) specific behaviors and observable traits

B) industry over inferiority

C) competencies

D) their own physical attributes

Page Ref: 322

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

6. Which statement has features typical of the self-descriptions of 8- to 11-year-olds?

A) “I like horses and I’m always good.”

B) “I’m smart in certain subjects like math and science.”

C) “I never say mean things.”

D) “I run fast and always win races.”

Page Ref: 322

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

7. When asked how good he is at soccer, Edgar replies, “Well, I’m better than most of the other kids on my team, but I’m not as good as Willie and Phil.” Edgar is relying on ________ to formulate his answer.

A) social comparisons

B) comparing his own performance to that of an irrelevant peer group

C) extreme, all-or-none ways of reasoning

D) trait-based descriptions of others

Page Ref: 322

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

8. During which age range do children first include personality traits in their self-descriptions?

A) 3 to 8

B) 4 to 7

C) 8 to 11

D) 12 to 14

Page Ref: 322

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

9. As school-age children move into adolescence, self-concept is increasingly vested in feedback from ________.

A) close friends

B) family members

C) younger children

D) the inner self

Page Ref: 322

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

10. Sam is an American fourth grader. Compared to his Asian agemates, Sam is more likely to say, ________, when describing himself.

A) “I’m in sixth grade”

B) “I’m an older brother”

C) “I like rugby”

D) “My friends really like me”

Page Ref: 322

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

11. Chao is a Chinese second grader. Compared to his Western agemates, Chao is more likely to say, ________, when describing himself.

A) “I’m really smart”

B) “I like to read both fiction and nonfiction”

C) “I like math and building things”

D) “My little brother is crazy about me”

Page Ref: 322

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

12. By age 6 to 7, children in diverse Western cultures have formed at least four broad self-evaluations, which ________.

A) become less distinct with age

B) they combine into an overall sense of self-esteem

C) are given generally equal importance

D) define a child’s overall social competence

Page Ref: 323

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

13. During middle childhood, self-esteem takes on ________.

A) a lateral structure

B) decreased importance in a child’s life

C) a hierarchical structure

D) a negative tone

Page Ref: 323

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

14. During childhood and adolescence, perceived ________ correlates more strongly with overall self-worth than does any other self-esteem factor.

A) athletic competence

B) academic competence

C) physical appearance

D) social competence

Page Ref: 323

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

15. Self-esteem ________ during elementary school.

A) becomes less realistic

B) is usually low

C) becomes less nuanced

D) generally remains high

Page Ref: 323

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

16. Which statement about self-esteem is true?

A) Boys score higher in language arts self-esteem than girls.

B) Boys exceed girls in self-esteem dimensions of social acceptance.

C) Chinese and Japanese children score lower in self-esteem than U.S. children.

D) Compared with African-American children, European-American children have slightly higher self-esteem.

Page Ref: 324

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

17. School-age children with a strong sense of attachment security and whose parents use a(n) ________ child-rearing style feel especially good about themselves.

A) authoritative

B) authoritarian

C) permissive

D) uninvolved

Page Ref: 324

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

18. Loren needs constant reassurance and relies heavily on peers to affirm his self-worth. His parents are probably ________.

A) involved

B) warm and positive

C) repeatedly disapproving and insulting

D) firm with appropriate expectations

Page Ref: 324

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

19. Natasha’s parents are indulgent. As a result, she probably ________.

A) has low self-esteem

B) has unrealistically high self-esteem

C) exhibits aggressive behavior rarely, if ever

D) evaluates her behavior against reasonable standards

Page Ref: 324

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

20. Stan and Lou want to foster a positive, secure self-image in their son. Which approach would you suggest?

A) When he appears hesitant, model good decision-making strategies by making the decision for him.

B) Consistently compliment his performance, even when it is less than satisfactory.

C) Encourage him to strive for worthwhile goals; his eventual achievement will foster self-esteem.

D) Set high standards and make it clear he is expected to work as hard as necessary to meet them.

Page Ref: 325

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

21. When Gwen does not do as well as Lela on a math test, she says, “Lela got lucky. I know I’m the best math student in the class and I studied for two nights!” Gwen is using ________ to explain her performance.

A) an attribution

B) person praise

C) process praise

D) retraining

Page Ref: 325

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

22. Children who are high in academic self-esteem and motivation make ________ attributions, crediting their successes to ________.

A) learned-helpless; luck

B) mastery-oriented; ability

C) externally focused; effort

D) achievement-related; luck

Page Ref: 325

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

23. Children who develop ________ attribute their failures, not their successes, to ability.

A) learned helplessness

B) mastery-oriented attributions

C) a realistically-oriented view of ability

D) an ideal self

Page Ref: 325

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

24. When Charlene gets an A in her language arts class, she assumes it was due to pure luck. Charlene appears to ________.

A) be a mastery-oriented child

B) have high academic self-esteem

C) appreciate that effort matters

D) be a learned-helpless child

Page Ref: 325

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

25. ________ praise implies that competence develops through effort.

A) Person

B) Process

C) Indulgent

D) Inconsistent

Page Ref: 325–326

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

26. When Sergio succeeds, his father says, “You’re so smart!” But when Sergio fails, his father says, “You can’t do that, can you? It’s okay if you quit.” Given these kinds of messages, Sergio is most likely to develop ________.

A) a fixed view of ability

B) a mastery-oriented style

C) heightened academic self-esteem

D) a healthy self-image

Page Ref: 325–326

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Difficult

27. Despite their higher achievement, ________ more often attribute poor performance to lack of ________.

A) girls; effort

B) boys; ability

C) girls; ability

D) boys; effort

Page Ref: 326

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

28. Which statement about influences on achievement-related attributions is accurate?

A) Children with a mastery-oriented attributional style often have parents who believe that their child is not very capable.

B) When girls do not do well, they tend to receive messages from teachers and parents that their ability is at fault.

C) American parents and teachers are more likely than their Asian counterparts to view effort as key to success.

D) Low-SES ethnic minority students often receive more favorable feedback from teachers, which encourages effort.

Page Ref: 326

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

29. In considering achievement outcomes, Asians attend more to ________ than to ________.

A) ability; effort

B) luck; effort

C) success; failure

D) failure; success

Page Ref: 326

Skill Level: Remember

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

30. As Marlena struggles to complete an assigned task in her ________ program, the instructor encourages her by saying, “You can do it if you try harder.” When Marlena succeeds, the instructor says, “Your strategies worked! And you really tried hard!”

A) achievement motivation

B) identity achievement

C) attribution retraining

D) praise relearning

Page Ref: 326

Skill Level: Apply

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Easy

31. Which statement about attribution retraining is true?

A) It encourages low-effort students to focus more on grades and less on mastering a task for individual improvement.

B) It incorporates difficult enough tasks that children will experience some failure, followed by repeated feedback that helps children revise their attributions.

C) It encourages children to believe that success should be attributed to chance rather than effort.

D) One benefit is that it does not necessitate instruction in effective strategies and self-regulation.

Page Ref: 326

Skill Level: Understand

Objective: 10.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

Topic: Self-Understanding

Difficulty Level: Moderate

32. Which statement about self-conscious emotions in middle childhood is true?

A) Children typically feel guilty only if an adult or peer is present to witness their transgressions.

B) Children feel guilty for any mishap, including those that are accidental.

C) Pride motivates children to take on further challenges, whereas guilt prompts them to strive for self-improvement.

D) Children rarely feel guilty for cheating or lying unless they are caught or punished for their behavior.

Page Ref: 327

Skill Level: Understand

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

33. Harsh, insensitive reprimands from adults can lead to intense ________, which is particularly destructive, yielding both internalizing and externalizing problems for children.

A) guilt

B) anger

C) shame

D) sadness

Page Ref: 327

Skill Level: Remember

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

34. Eleven-year-old Dalton is more likely than 6-year-old Janine to explain emotion by referring to ________.

A) competencies

B) observable characteristics

C) external events

D) internal states

Page Ref: 327–328

Skill Level: Apply

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Difficult

35. Between ages 6 and 12, children become more aware ________.

A) that others’ facial expressions reliably indicate their true feelings

B) that feelings of pride and guilt primarily occur when adults are present

C) of circumstances likely to spark mixed emotions

D) that basic emotions are related to personal responsibility

Page Ref: 328

Skill Level: Understand

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

36. Appreciating mixed emotions helps children realize that ________.

A) people’s expressions may not reflect their true feelings

B) negative emotions are more frequent than positive emotions

C) positive and negative emotions cannot be experienced simultaneously

D) tone of voice is a more accurate predictor of emotion than facial expressions

Page Ref: 328

Skill Level: Understand

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

37. Eight- and 9-year-olds understand that pride combines two sources of happiness: ________ and ________.

A) joy in accomplishment; joy in practicing effective self-regulation

B) outwardly-expressed joy; inwardly-experienced joy

C) self-understanding; acknowledgment by significant others

D) joy in accomplishment; joy that a significant person recognized that accomplishment

Page Ref: 328

Skill Level: Remember

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

38. Twelve-year-old Krista gives part of her allowance to charity and collects canned goods for the food bank through her scout troop. She is concerned not only about people’s immediate distress but also about their general life condition. Krista is showing an advanced form of ________.

A) pride

B) empathy

C) guilt

D) shame

Page Ref: 328

Skill Level: Apply

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Moderate

39. In ________ coping, children appraise the situation as changeable, identify the difficulty, and decide what to do about it.

A) problem-centered

B) emotion-centered

C) effort-centered

D) avoidant

Page Ref: 328

Skill Level: Remember

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Easy

40. When Erica’s best friend makes her angry, she takes a deep breath and counts to 10. Erica is using ________.

A) problem-centered coping

B) emotion-centered coping

C) mastery-oriented attributions

D) learned helplessness

Page Ref: 328

Skill Level: Apply

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Difficult

41. While waiting in line at the drinking fountain, Werner pushes three other children out of the way. Ten-year-old Raul is most likely to respond by ________.

A) crying

B) sulking

C) pushing Werner back

D) telling Werner to stop pushing

Page Ref: 328

Skill Level: Apply

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Difficult

42. Zhao Wang’s parents respond sensitively and helpfully when he is distressed. Zhao Wang is probably ________.

A) empathic and prosocial

B) low in self-esteem

C) overwhelmed by negative emotion

D) less empathic than his agemates

Page Ref: 329

Skill Level: Apply

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Easy

43. Children who are not emotionally well-regulated often experience ________.

A) hostile, dismissive parental reactions to distress

B) sensitive, helpful parental reactions to distress

C) a strong sense of emotional self-efficacy

D) a favorable self-image and an optimistic outlook

Page Ref: 329

Skill Level: Understand

Objective: 10.3 Cite changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.

Topic: Emotional Development

Difficulty Level: Easy

44. Which child is likely to be considerably more independent and trustworthy?

A) Sayuri, who copies her morality from her older brother

B) Mick, who is positively reinforced for good behavior

C) Norma, who has internalized rules for good conduct

D) Joe, who believes that truth telling is always good

Page Ref: 329

Skill Level: Apply

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Difficult

45. Which statement about moral development in middle childhood is true?

A) School-age children typically say truth telling is always good and lying is always bad.

B) In middle childhood, children primarily rely on reinforcement to develop morally relevant behaviors.

C) During the school years, children construct a flexible appreciation of moral rules.

D) Although school-age children think about right and wrong, they usually copy their morality from others.

Page Ref: 329

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

46. At school, Chelsea sees Arno’s uneven new haircut and says to him, “Your haircut looks terrible!” Which child is most likely to evaluate Chelsea’s truthfulness very negatively?

A) Arnold, age 4

B) Shizuko, age 5

C) Clara, age 6

D) Solomon, age 8

Page Ref: 329

Skill Level: Apply

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Difficult

47. Compared to Canadian agemates, Chinese schoolchildren are more likely to rate lying favorably when ________.

A) it is used to cover up antisocial acts

B) it supports the individual at the expense of the group

C) the intention is modesty

D) the intention is self-protection

Page Ref: 329

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

48. By middle childhood, children view individual rights as ________.

A) important for maintaining a fair society

B) only important for their own personal freedoms

C) having little importance in their day-to-day lives

D) not defensible when they conflict with discriminatory laws

Page ref: 330

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Difficult

49. The cooperativeness, responsiveness, and empathetic understanding within high-quality friendships play an important role in facilitating children’s moral sensibilities, in part by ________.

A) strengthening the idea that certain choices such as hairstyle or leisure activities are not up to the individual

B) highlighting the circumstances in which some transgressions may be forgiven

C) narrowing the group of individuals whose rights and welfare are of personal concern

D) negating the role of adult authority

Page ref: 330

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

50. Which statement about culture and moral understanding is true?

A) Chinese schoolchildren say that adults have the right to interfere in children’s personal matters, such as how they spend free time.

B) In Korean culture, 7- to 11-year-olds evaluate negatively a teacher’s order to engage in immoral acts, such as stealing or refusing to share.

C) In diverse cultures, schoolchildren view a directive telling children to share candy as wrong if it comes from a child with no authority.

D) Only schoolchildren in Western cultures believe that higher principles must prevail when people’s rights and welfare are at stake.

Page Ref: 330

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Difficult

51. Studies in diverse Western nations confirm that by age 5 to 6, ________ children generally evaluate their own racial group favorably and other racial groups less favorably or negatively.

A) low SES

B) immigrant

C) White

D) minority

Page Ref: 331

Skill Level: Remember

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Easy

52. Children who believe that people’s personality traits are ________ rather than ________ often judge others as either “good” or “bad.”

A) fixed; changeable

B) malleable; constant

C) nurtured; genetic

D) singular; mixed

Page Ref: 331

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

53. Which child is more likely to hold racial and ethnic prejudices?

A) Anna, who judges others based on their actions

B) Becky, who lives in a diverse neighborhood where she experiences frequent interracial contact

C) Carlton, who has overly high self-esteem

D) Dennis, who comes from an ethnically diverse family

Page Ref: 331–332

Skill Level: Apply

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

54. The more adults highlight ________, the more likely White children will express in-group favoritism and out-group prejudice.

A) intergroup contact

B) ethnic diversity

C) the damage caused by prejudice

D) group distinctions

Page Ref: 332

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

55. Research confirms that an effective way to reduce prejudice is through ________.

A) segregation of children in classrooms to promote ethnic pride

B) encouraging children to view each other’s personality traits as fixed

C) highlighting group distinctions and sorting children into racial and ethnic groups

D) intergroup contact in racially and ethnically diverse cooperative learning groups

Page Ref: 332

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

56. Which child is the most likely to believe in racial and ethnic equality?

A) Yaël, a child who attends an ethnically diverse school and shares feelings in several close, cross-race friendships

B) Gonzalo, a child who believes that people’s personality traits are fixed rather than changeable

C) André, a child with overly high self-esteem who feels a need to justify his own extremely favorable self-evaluations

D) Deanna, a child who feels good about her own ethnicity and whose parents highlight group distinctions

Page Ref: 332

Skill Level: Apply

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Difficult

57. The more children believe that people can change their personalities, the ________.

A) less time they spend volunteering to help people in need

B) more they judge others as either “good” or “bad”

C) more they report liking members of disadvantaged out-groups

D) less they report seeing themselves as similar to members of disadvantaged out-groups

Page Ref: 332

Skill Level: Understand

Objective: 10.4 Describe changes in moral understanding during middle childhood, including children’s understanding of diversity and inequality.

Topic: Moral Development

Difficulty Level: Moderate

58. Muriel spends most of her time with a particular set of girlfriends, who are in the same classroom and are similar to her in academic achievement and popularity. Muriel is ________.

A) a controversial child

B) a popular-antisocial child

C) part of a peer group

D) part of an identity culture

Page Ref: 333

Skill Level: Apply

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

59. Research on peer groups during middle childhood shows that ________.

A) children who belong to a peer group rarely use relationally aggressive tactics to oust no longer “respected” children

B) within peer groups, children learn cooperation, leadership, followership, and loyalty to collective goals

C) most school-age children believe it is okay for a group to exclude a peer on the basis of unconventional appearance

D) formal peer groups, such as scouting or religious youth groups, rarely satisfy children’s desire for group membership

Page Ref: 333

Skill Level: Understand

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

60. When ousted from a peer group, socially anxious children often become ________.

A) more self-confident

B) dramatically less shy and more outgoing

C) increasingly peer-avoidant and more isolated

D) more socially competent as they establish a new peer group

Page Ref: 333

Skill Level: Understand

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

61. In middle childhood, ________ contribute(s) to the development of trust and sensitivity.

A) friendships

B) informal peer groups

C) peer conformity

D) formal group membership

Page Ref: 333

Skill Level: Understand

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

62. During the school years, friendship becomes ________.

A) less complex

B) more psychologically based

C) more proximity based

D) less trust based

Page Ref: 333

Skill Level: Understand

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

63. During middle childhood, after a friendship forms, ________ becomes its defining feature.

A) proximity

B) stability

C) similarity

D) trust

Page Ref: 333

Skill Level: Remember

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Easy

64. School-age children tend to select friends who are ________.

A) likely to break up their friendship within a few months

B) usually opposite from one another in personality

C) similar in race, ethnicity, and socioeconomic status

D) dissimilar in sociability and popularity

Page Ref: 333

Skill Level: Understand

Objective: 10.5 Describe changes in peer sociability and friendship in middle childhood.

Topic: Peer Relations

Difficulty Level: Moderate

65. When classmates are asked to rate each other’s likability, ________ children get many positive votes, whereas ________ children are seldom mentioned.

A) popular; neglected

B) neglected; rejected

C) popular; rejected

D) controversial; neglected

Page Ref: 334

Skill Level: Remember

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Easy

66. The children in Nadine’s class are asked to identify the classmates they like most or like least. Nadine receives the highest number of votes, some positive and some negative. Based on this assessment of social preferences, Nadine is a ________ child.

A) popular

B) rejected

C) controversial

D) neglected

Page Ref: 334

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Difficult

67. On a measure of peer acceptance, Jud gets many negative votes from his classmates and no positive ones. Jud is a ________ child.

A) neglected

B) rejected

C) controversial

D) popular-antisocial child

Page Ref: 334

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Difficult

68. ________ children in middle childhood are at risk for poor school performance, substance abuse, and antisocial behavior in adolescence and criminality in adulthood.

A) Average

B) Controversial

C) Rejected

D) Neglected

Page Ref: 334–335

Skill Level: Remember

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

69. Laquita performs well in school and communicates with her peers in friendly and cooperative ways. She is most likely a ________ child.

A) popular-antisocial

B) controversial

C) rejected-aggressive

D) popular-prosocial

Page Ref: 335

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Easy

70. Chico is a popular-antisocial child. Which description contains the characteristics he is likely to display?

A) He performs well in school and communicates with peers in friendly and cooperative ways.

B) He is athletically skilled but is a poor student who causes trouble and defies adult authority.

C) He displays a wide range of negative social behaviors and is overwhelmed by social anxiety.

D) He engages in low rates of interaction but does not report feeling unhappy about his social life.

Page Ref: 335

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

71. The largest subtype of rejected children consists of rejected-________ children.

A) withdrawn

B) passive

C) prosocial

D) aggressive

Page Ref: 335

Skill Level: Remember

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Easy

72. Rejected-withdrawn children are ________.

A) extremely antagonistic

B) bullies toward younger children

C) passive and socially awkward

D) uninterested in peer interaction

Page Ref: 335

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

73. Felix has many friends and is happy with his peer relationships, but he often bullies others and engages in calculated relational aggression. Although Felix can be hostile and disruptive, he also engages in positive, prosocial acts. Felix is a ________ child.

A) popular-prosocial

B) rejected-aggressive

C) controversial

D) neglected

Page Ref: 335

Skill Level: Apply

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Difficult

74. Cyberbullying is ________.

A) far less likely to be reported by victims to parents or adults at school

B) always an extension of traditional bullying

C) more likely than face-to-face bullying to be perpetrated by boys

D) more common during middle childhood than during adolescence

Page Ref: 336 Box: BIOLOGY AND ENVIRONMENT: Bullies and Their Victims

Skill Level: Understand

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

75. Research on peer victimization shows that ________.

A) most bullies who engage in face-to-face verbal attacks are girls

B) school codes against bullying are rarely effective at reducing peer victimization

C) interventions that change victimized children’s negative opinions of themselves are helpful

D) chronic victims tend to be active when passive behavior is expected

Page Ref: 336 Box: BIOLOGY AND ENVIRONMENT: Bullies and Their Victims

Skill Level: Understand

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

76. The best way to reduce bullying is to ________.

A) teach victims to be passive and always avoid confrontation

B) promote prosocial attitudes and behaviors in youth environments

C) teach victims to fight back and retaliate with similar behaviors

D) support exclusion of bullies from school settings

Page Ref: 336 Box: BIOLOGY AND ENVIRONMENT: Bullies and Their Victims

Skill Level: Understand

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Moderate

77. ________ children are likely to develop a learned-helpless approach to peer difficulties—concluding, after repeated rebuffs, that they will never be liked.

A) Controversial

B) Rejected-withdrawn

C) Rejected-aggressive

D) Popular-antisocial

Page Ref: 337

Skill Level: Remember

Objective: 10.6 Describe categories of peer acceptance and ways to help rejected children.

Topic: Peer Relations

Difficulty Level: Easy

78. Elementary school teachers tend to stereotype boys who display “masculine” behavior as ________.

A) lazy and troublesome

B) diligent and compliant

C) smart and competent

D) hardworking and compliant

Page Ref: 337

Skill Level: Understand

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.?

Topic: Gender Typing

Difficulty Level: Moderate

79. Several investigations carried out in Canada, France, and the United States found that ________.

A) gender stereotypes show a clear reversal between ages 9 and 11

B) a majority of elementary and secondary students disagree with the idea that math is a “masculine” subject

C) most elementary school students show a preference for entering gender-stereotyped occupations when they get older

D) most children do not fully endorse stereotypes of personality traits until high school

Page Ref: 337–338

Skill Level: Remember

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Moderate

80. From third to sixth grade, boys tend to ________ their identification with “masculine” personality traits, whereas girls’ identification with “feminine” personality traits ________.

A) strengthen; declines

B) weaken; strengthens

C) steadily maintain; increases over time

D) weaken; remains steady

Page Ref: 338

Skill Level: Remember

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Easy

81. Research shows that school-age children of both sexes ________.

A) rate “masculine” occupations as having higher status than “feminine” occupations

B) are usually tolerant when boys engage in cross-gender acts

C) often feel gender-atypical but are afraid to talk about it

D) will usually reject and ridicule a tomboyish girl

Page Ref: 338

Skill Level: Understand

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Moderate

82. Cornelius feels similar to other boys and “fits in” socially with them. Cornelius is ________.

A) gender atypical

B) gender dysphoric

C) gender typical

D) androgynous

Page Ref: 338–339

Skill Level: Apply

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Difficult

83. Alyssa feels comfortable and happy being a girl. Which self-evaluation reflects Alyssa’s gender identity?

A) gender contentedness

B) gender typicality

C) felt pressure to conform to gender roles

D) gender dysphoria

Page Ref: 338–339

Skill Level: Apply

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Difficult

84. Which statement about gender-atypical children in middle childhood is true?

A) Although gender-atypical children sometimes feel rejected, they seldom experience serious adjustment difficulties.

B) School-age children who experience rejection because of their gender-atypical traits suffer profoundly.

C) Experts agree that the best way to help gender-atypical children is to encourage them to become more gender typical.

D) Gender-typical and gender-atypical children show similar gains in self-esteem in third through seventh grade.

Page Ref: 339

Skill Level: Understand

Objective: 10.7 Discuss changes in gender-stereotyped beliefs and gender identity during middle childhood.

Topic: Gender Typing

Difficulty Level: Moderate

85. In middle childhood, the amount of time children spend with parents ________.

A) declines slightly

B) increases slightly

C) declines dramatically

D) increases dramatically

Page Ref: 339

Skill Level: Remember

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Easy

86. Despite the concerns of middle childhood, child rearing becomes easier for those parents who established a(n) ________ style during the early years.

A) authoritarian

B) uninvolved

C) permissive

D) authoritative

Page Ref: 339

Skill Level: Understand

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

87. As Rufus approaches adolescence, his parents gradually give him more control. They exercise general oversight while letting Rufus take charge of moment-by-moment decision making. Rufus’s parents are engaging in ________.

A) authoritarian parenting

B) transitive inference

C) coregulation

D) permissive parenting

Page Ref: 339

Skill Level: Apply

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

88. Which statement about coregulation is accurate?

A) Parents using coregulation closely monitor their children’s activities and decisions, and they punish all missteps.

B) With coregulation, children take full responsibility for making the rules, and parents monitor from a distance.

C) A lax parenting style leads to coregulation, in which parents let go and the children monitor themselves.

D) Coregulation supports and protects children while preparing them for adolescence, when they will make many important decisions themselves.

Page Ref: 339–340

Skill Level: Understand

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

89. With respect to caregiving during middle childhood, ________.

A) fathers engage in as much caregiving as mothers

B) fathers spend more time than mothers with school-age children

C) both parents spend more time with girls than with boys

D) both parents tend to devote more time to children of their own sex

Page Ref: 340

Skill Level: Understand

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

90. Which statement is supported by research on sibling rivalry?

A) In middle childhood, siblings become more important sources of support than in the past, so sibling rivalry decreases.

B) For other-sex siblings who are close in age, parental comparisons are more frequent, resulting in more antagonism.

C) Destructive sibling conflict in middle childhood is associated with negative outcomes, including anxiety and depressed mood.

D) To reduce rivalry, siblings often strive to be more alike, selecting the same athletic and academic pursuits.

Page Ref: 340

Skill Level: Understand

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

91. Research demonstrates that in the United States, compared to children with siblings, only children ________.

A) differ significantly in self-rated personality traits

B) are lower in achievement motivation

C) tend to be better accepted in peer groups

D) are higher in self-esteem

Page Ref: 340–341

Skill Level: Understand

Objective: 10.8 Discuss changes in parent–child communication and sibling relationships in middle childhood.

Topic: Family Influences

Difficulty Level: Moderate

92. Which statement is supported by research on lesbian and gay families?

A) Children in lesbian and gay families do not differ from the children of heterosexual parents in mental health, quality of life, or sexual orientation.

B) Most research on families headed by same-sex couples is based on large, nationally representative samples of respondents.

C) Children in lesbian and gay families are more likely than children of heterosexual parents to develop a same-sex sexual orientation.

D) Most children of lesbian and gay parents are adopted.

Page Ref: 341

Skill Level: Remember

Objective: 10.9 Explain how children fare in lesbian and gay families and in never-married, single-parent families.

Topic: Family Influences

Difficulty Level: Moderate

93. Children of sexual minority parents can be protected from the negative effects of peer teasing and disapproval by ________.

A) having same-sex siblings with whom to bond and share experiences

B) having close parent–child relationships and supportive school environments

C) invoking locally mandated laws against bullying and other forms of abuse

D) experiencing frequent neighborhood and school moves, which help prepare them to cope with adversity

Page Ref: 341

Skill Level: Understand

Objective: 10.9 Explain how children fare in lesbian and gay families and in never-married, single-parent families.

Topic: Family Influences

Difficulty Level: Easy

94. Single motherhood in the United States is especially prevalent among ________.

A) African-American women in their thirties and forties

B) young European-American women

C) young African-American women

D) older, divorced European-American women

Page Ref: 342

Skill Level: Remember

Objective: 10.9 Explain how children fare in lesbian and gay families and in never-married, single-parent families.

Topic: Family Influences

Difficulty Level: Easy

95. Marriage to a child’s biological father by an unmarried single mother benefits children only when ________.

A) the child has not displayed adjustment problems

B) the mother has already overcome financial hardship

C) the child has reached middle childhood

D) the father is a reliable source of economic and emotional support

Page Ref: 342

Skill Level: Remember

Objective: 10.9 Explain how children fare in lesbian and gay families and in never-married, single-parent families.

Topic: Family Influences

Difficulty Level: Moderate

96. Children of divorce spend an average of ________ in a single-parent home.

A) eight months

B) two years

C) three years

D) five years

Page Ref: 343

Skill Level: Remember

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Easy

97. Darryl is a noncustodial father. He sees his children only occasionally. Consequently, Darryl is likely to ________.

A) be permissive and indulgent

B) be a strict disciplinarian

C) react with hostility when the children misbehave

D) engage in joint decision making with the children

Page Ref: 343

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Difficult

98. Mr. and Mrs. Lopez recently divorced. Their 5-year-old son is likely to ________.

A) take on extra household chores

B) blame himself for the marital breakup

C) escape into undesirable peer activities

D) provide emotional support to his mother

Page Ref: 343

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Difficult

99. Paola and Angelo are getting a divorce. They are worried about the long-term consequences this will have on their three children. You can tell them that the overriding factor in positive adjustment following divorce is ________.

A) the custody arrangement

B) temperament

C) combined household income

D) effective parenting

Page Ref: 344

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Difficult

100. Divorce mediation ________.

A) increases involvement of both parents in child rearing

B) increases family conflict over child rearing

C) decreases children’s feelings of well-being

D) decreases parents’ feelings of well-being

Page Ref: 345

Skill Level: Understand

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Easy

101. Jennifer and Joel’s children reside with Joel and see Jennifer on a fixed schedule. Both parents have an equal say in important decisions about their children’s upbringing. Which type of custodial arrangement do they have?

A) coregulation

B) joint custody

C) sole custody

D) mediated custody

Page Ref: 345

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Difficult

102. Darla’s mom is marrying a man who has two small children. The five of them will live together in Darla’s house as a(n) ________ family.

A) extended

B) noncustodial

C) blended

D) single-parent

Page Ref: 346

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Easy

103. The divorce rate for second marriages is ________ than for first marriages.

A) lower

B) the same as

C) unrelated to

D) higher

Page Ref: 347

Skill Level: Apply

Objective: 10.10 Cite factors that influence children’s adjustment to divorce and blended family arrangements.

Topic: Family Influences

Difficulty Level: Difficult

104. When employed mothers remain committed to parenting, children display ________.

A) lower self-esteem

B) less gender-stereotyped beliefs

C) increased behavior problems

D) lower achievement

Page Ref: 347

Skill Level: Understand

Objective: 10.11 Discuss how maternal employment and life in dual-earner families affect school-age children.

Topic: Family Influences

Difficulty Level: Moderate

105. In dual-earner households, maternal employment ________.

A) frequently reduces the time school-age children spend with their fathers

B) consistently predicts declines in children’s academic achievement

C) increases children’s, and especially girls’, gender-stereotyped beliefs

D) often leads fathers to take on greater child-rearing responsibilities

Page Ref: 347

Skill Level: Understand

Objective: 10.11 Discuss how maternal employment and life in dual-earner families affect school-age children.

Topic: Family Influences

Difficulty Level: Moderate

106. Which statement about self-care and school-age children is accurate?

A) Older children whose parents avoid coregulation appear responsible and well-adjusted.

B) Younger school-age children who spend many hours in self-care tend to be responsible and well-adjusted.

C) Younger school-age children who spend many hours in self-care have more adjustment difficulties.

D) Older children who are left to their own devices are not likely to bend to peer pressures.

Page Ref: 347–348

Skill Level: Understand

Objective: 10.11 Discuss how maternal employment and life in dual-earner families affect school-age children.

Topic: Family Influences

Difficulty Level: Moderate

107. Beginning in middle childhood, a common fear is ________.

A) the dark

B) supernatural beings

C) the possibility of personal harm

D) thunder and lightning

Page Ref: 348

Skill Level: Remember

Objective: 10.12 Cite common fears and anxieties of middle childhood, and discuss their impact on children’s adjustment.

Topic: Some Common Problems of Development

Difficulty Level: Easy

108. Six-year-old Moira regularly complains of nausea and stomachaches in the morning before school. She cries and refuses to get on the bus. In one-third of children like Moira with school refusal, the real fear is ________.

A) maternal separation

B) the possibility of personal harm

C) an overly critical teacher

D) academic failure

Page Ref: 348

Skill Level: Apply

Objective: 10.12 Cite common fears and anxieties of middle childhood, and discuss their impact on children’s adjustment.

Topic: Some Common Problems of Development

Difficulty Level: Difficult

109. Leonard, age 11, is suddenly afraid to go to school. How can Leonard’s parents best help?

A) Allow him to stay home from school until he feels more comfortable.

B) Become more protective of him by accompanying him to his classes.

C) Lightheartedly point out that being afraid of going to school is not normal.

D) Firmly insist that he return to school, and train him in how to cope with difficult situations.

Page Ref: 348

Skill Level: Apply

Objective: 10.12 Cite common fears and anxieties of middle childhood, and discuss their impact on children’s adjustment.

Topic: Some Common Problems of Development

Difficulty Level: Difficult

110. Most children can withstand even extreme war-related violence when ________.

A) their parents offer security and serve as role models of calm emotional strength

B) their exposure to life-threatening experiences is greater, numbing their reactions

C) the violence is committed by members of their own ethnic or racial group

D) their parents model emotional detachment and determination to fight an oppressor

Page Ref: 349 Box: CULTURAL INFLUENCES: Impact of Ethnic and Political Violence on Children

Skill Level: Understand

Objective: 10.12 Cite common fears and anxieties of middle childhood, and discuss their impact on children’s adjustment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

111. Which statement about the impact of the September 11, 2001, terrorist attacks is true?

A) Those who learned about the attacks indirectly from the media suffered no real distress.

B) Distress reactions declined more slowly for children with preexisting adjustment problems.

C) The “trauma curriculum” given to those who directly witnessed the attacks was a failure.

D) Repeatedly witnessing the attacks on TV desensitized children, decreasing their distress.

Page Ref: 349 Box: CULTURAL INFLUENCES: Impact of Ethnic and Political Violence on Children

Skill Level: Understand

Objective: 10.12 Cite common fears and anxieties of middle childhood, and discuss their impact on children’s adjustment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

112. Which statement about child sexual abuse is true?

A) Both boys and girls are equally likely to be sexually abused.

B) Most sexual abuse cases are reported in adolescence.

C) The abuser is often a parent or someone the parent knows well.

D) Almost all offenders accept responsibility for their actions.

Page Ref: 350

Skill Level: Understand

Objective: 10.13 Discuss factors related to child sexual abuse, its consequences for children’s development, and its prevention and treatment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

113. Children who ________ are especially vulnerable to sexual abuse.

A) live in a large extended-family household

B) are aggressive and hostile

C) belong to churches and community organizations

D) live in homes with a constantly changing cast of characters

Page Ref: 350

Skill Level: Understand

Objective: 10.13 Discuss factors related to child sexual abuse, its consequences for children’s development, and its prevention and treatment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

114. Sexually abused children ________.

A) often experience severe, persistent adjustment problems

B) rarely display precocious sexual knowledge or behavior

C) show decreased arrest rates for sex crimes as adults

D) move on quickly and do not dwell on what has happened

Page Ref: 350

Skill Level: Understand

Objective: 10.13 Discuss factors related to child sexual abuse, its consequences for children’s development, and its prevention and treatment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

115. Women who were sexually abused are likely to ________.

A) compensate with responsible parenting

B) show no long-term psychological damage

C) choose partners who abuse them and their children

D) maintain a close, long-term relationship with the perpetrator

Page Ref: 350

Skill Level: Understand

Objective: 10.13 Discuss factors related to child sexual abuse, its consequences for children’s development, and its prevention and treatment.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

116. Resilience ________.

A) is a preexisting attribute rather than a capacity that develops over time

B) is less common among children with a mastery-oriented approach to new situations

C) enables children to use internal and external resources to cope with adversity

D) is absent in children who have stressful life experiences and psychological disturbances

Page Ref: 351

Skill Level: Understand

Objective: 10.14 Cite factors that foster resilience in middle childhood.

Topic: Some Common Problems of Development

Difficulty Level: Moderate

Essay

117. Discuss the influences of culture, gender, and ethnicity on self-esteem in middle childhood.

Page Ref: 324

118. Explain how problem-centered coping differs from emotion-centered coping, and provide an example of how each strategy is used by school-age children.

Page Ref: 328

119. Describe the characteristics of popular children, distinguishing between prosocial and antisocial children.

Page Ref: 335

120. Describe development in middle childhood of only children in the United States and China.

Page Ref: 340–341

121. Describe the long-term consequences of divorce on children. What factors help children make a more positive adjustment?

Page Ref: 344–345

122. Identify factors that foster resilience in middle childhood.

Page Ref: 351