Q&A Hero

Q: Compare and contrast the nature of peer relations and friendships in each of the following periods: early childhood, middle childhood, early adolescence, late adolescence.

Q: You plan to teach in a multicultural school environment. Comparing the families of your African American students to white students, you are likely to find: A. that African American students come from families who emphasize childrearing practices that encourage assertiveness and independence. B. that white students families emphasize egalitarian division of labor in their homes. C. both of these D. neither of these

Q: Describe Kohlbergs theory of moral development. What was Gilligans contribution to the study of moral development? What can a teacher do to promote moral development in the classroom?

Q: The school to which you have been assigned is primarily Hispanic in composition. You can expect that the majority of Hispanic students will be of ______ origin. A. Puerto Rican B. Mexican C. South American D. Cuban

Q: ______ are the social unit primarily responsible for the socialization of children. A. Schools B. Peer groups C. Families D. Churches

Q: Racquel is a Mexican adolescent who is empathetic and sensitive to conflict in her social relationships. Which cultural value has Racquels family emphasized? A. socialization B. familialism C. simpatia D. coregulation

Q: Regarding socialization, which school of thought suggests that successful childrearing is a matter of managing childrens learning experiences so that proper behavior is strengthened and problem behavior is extinguished? A. psychoanalytic theory B. attachment theory C. humanism D. behaviorism

Q: Most child development theorists today view family relationships as: A. part of a highly complex system. B. mutual and reciprocal. C. both of these D. neither of these

Q: Vreens parents meet with his teachers to develop a plan to address his academic problems in school. According to Bronfenbrenner, this interaction is an example of a: A. mesosystem. B. exosystem. C. microsystem. D. macrosystem.

Q: In Kohlbergs theory of moral development, ______ suggests that good behavior is following rules and that it is important to do ones duty and respect authority. A. stage 1, obedience-punishment orientation B. stage 2, instrumental and relativist orientation C. stage 3, good girl, nice boy orientation D. stage 4, law and order orientation

Q: According to the text, the best explanation for aggression in children is: A. the influence of deviant peers. B. the childs family environment. C. the childs own personal characteristics. D. none of these; there appears to be one single cause for aggression.

Q: Carol Gilligans contribution to the study of moral development is: A. pointing out that Kohlbergs scheme of measuring moral development may be biased against women. B. suggesting that moral decisions can be based on an ethic of care as well as an ethic of justice. C. both of these D. neither of these

Q: In a study examining the effect of television violence on aggressive behavior, children were assigned to watch one of three types of programs: aggressive models, prosocial models, and neutral models. What did the researchers find? A. There were no effects of television violence on aggressive behavior. B. Those children who watched aggressive models displayed more aggressive behavior than the other two groups. C. Those children who watched aggressive models and neutral models were more aggressive than those who watched prosocial models. D. Boys who watched aggressive models were more aggressive than the other two groups, but there was no difference between groups for girls.

Q: The Three Cscapability, connection, and contributionis an aspect of which approach to discipline? A. Cooperative Discipline B. Win-Win Conflict Resolution C. Driekurs Model: Discipline Through Democratic Teaching D. Second Step

Q: Heavy doses of television violence early in childhood: A. can have harmful consequences for later development. B. increase childrens acceptance of aggression. C. increase the likelihood of aggression in children. D. all of these

Q: As a teacher, you can help promote your students moral development by: A. modeling moral and prosocial behavior at school. B. using inductive discipline practices in your classroom. C. providing opportunities for your students to participate in democratic processes. D. all of these

Q: Based on research discussed in the text, as a future school administrator which of the following would be the least effective method for reducing aggression in your school? A. implementing a conflict resolution program B. encouraging peer mediation of disputes C. adhering to a strict expulsion policy for aggressive behavior D. developing skill-building programs for socially immature children

Q: The practice of explaining why certain behaviors are unacceptable is known as: A. the inductive method of discipline. B. scaffolding. C. cooperative discipline. D. the deductive method of discipline.

Q: Carla is participating in a conflict resolution program at her high school where she is learning about win-win. Which aspect of conflict resolution is Carla learning about? A. identifying possible solutions B. choosing solutions that benefit both sides in a conflict C. accurately defining conflict D. evaluating consequences of solutions for herself and others

Q: An effective character education program would probably include all of the following except: A. conflict resolution training. B. opportunities to practice positive character traits in the real world. C. competitions to reward good deeds. D. adult modeling of positive character traits.

Q: Second Step, a school-based violence prevention program presented in the text, focuses on which set of competencies? A. empathy, social problem solving, anger management B. problem definition, problem evaluation, and brainstorming of solutions C. interpretation of social cues, generation of socially desirable responses, and evaluation of actions D. instrumental aggression, hostile aggression, and verbal aggression

Q: As a teacher, you have noticed patterns in how your students relate with their peers. In your class you notice that peer groups tend to be organized by race and sex. There is quite a bit of peer conformity, and you have begun to see cliques form. What grade do you teach? A. kindergarten B. third grade C. seventh grade D. eleventh grade

Q: Friendships are characterized by closeness and self-disclosure in: A. late adolescence. B. early adolescence. C. middle childhood. D. early childhood.

Q: Sociodramatic play is an important arena for the development of friendships between the ages of: A. 3 and 5. B. 6 and 10. C. 10 and 14. D. 14 and 20.

Q: Which teacher is likely to see the highest amount of conformity to peer norms and expectations among their students? A. Andrea, who teaches preschool B. Burt, who teaches second grade C. Colette, who teaches seventh grade D. Doug, who teaches tenth grade

Q: In the school setting, ______ are reputation-based collectives of similarly stereotyped individuals who may or may not spend much time together. A. friends B. crowds C. cliques D. peers

Q: Paul is a tenth-grader who does average work at school. Like the majority of the other students at his school, Paul attends social events for fun and doesnt encounter many problems. To which adolescent crowd does Paul belong? A. Jocks B. Loners C. Brains D. Normals

Q: Which of the following statements regarding homosexual youth is false? A. About 2 million adolescents in the United States are gay, lesbian, bisexual, or transgender. B. Because of increased societal acceptance of homosexuality, schools are a relatively safe place for gay and lesbian youth. C. Schools are legally responsible for protecting gay youth from sexual harassment. D. Gay and lesbian adolescents abuse drugs and alcohol at a higher rate than their heterosexual counterparts.

Q: In response to the story of Heinz and his ill wife, Helen responds, Heinz should steal the drug because his wife needs the drug and the husband will be lonely if she dies. Helens response would be categorized as ______ moral development. A. postconventional B. postoperational C. preconventional D. conventional

Q: Buddy says, Laws exist to benefit everyone and to preserve human rights. At which stage of moral reasoning would Buddy be classified? A. stage 2 B. stage 5 C. stage 6 D. stage 3

Q: At which level of ethnic perspective taking would you expect your students to use physical characteristics to classify and describe people racially? A. 0 B. 1 C. 2 D. 3

Q: As a secondary school teacher, what percentage of your female students would you expect to have been the target of unwanted sexual comments, gestures, or looks? A. 2 B. 22 C. 56 D. 83

Q: Mr. Selma teams up the children in his multicultural classroom to explore similarities and differences in their families. He also encourages visitors from different ethnic groups to visit his class so that his students can see positive images of various ethnic groups. Based on the educational implications of ethnic perspective taking presented in the text, what age group do you think Mr. Selma teaches? A. late adolescence B. early adolescence C. middle childhood D. early childhood

Q: In the United States, about ______ of hate crimes are committed by people under the age of 21. A. one-quarter B. one-third C. one-half D. three-quarters

Q: Research studies show that positive peer relations can enhance a childs: A. feelings of competence. B. sense of efficacy. C. self-worth. D. all of these

Q: Which child is most likely to be popular with his or her peers? A. Abigail, who lives in the nicest neighborhood and invites her friends over for swimming regularly B. Bert, who is friendly and helpful and follows the rules at home and school C. Coretta, a gifted athlete and musician D. Dennis, who is aggressive and disrupts class with his joking and clowning around

Q: Shane is shy and socially withdrawn. He does not have problems at school and does not consider himself to be lonely even though few children in his class consider him their friend. Which term best describes Shanes peer status? A. popular B. rejected C. unpopular D. neglected

Q: About what percentage of children are neither popular nor rejected by their peers? A. 1 to 4 percent B. 6 to 11 percent C. 15 to 21 percent D. 30 to 35 percent

Q: You are interested in increasing cooperation among your third-grade students. You divide the students into six-person teams to work on a learning task, with each team member responsible for one part. During the first half of the lesson, members responsible for the same part work together to discuss their part. Then they return to their original team to teach their part to the other team members. Which strategy for cooperative learning have you chosen? A. group investigation B. student teams achievement division C. jigsaw classroom D. brainstorming

Q: Research on cooperative learning suggests that this method: A. improves student motivation to learn. B. increases academic performance. C. improves interpersonal relationships between students from different types of backgrounds. D. all of these

Q: Children in your second-grade class are most likely to engage in prosocial behaviors by: A. helping others to gain your approval. B. showing a genuine concern for anothers well-being. C. both of these D. neither of these

Q: Which of the following parents will be least effective in helping their child develop prosocial behaviors? A. Adam, whose primary discipline style is reasoning and induction B. Bethany, who models prosocial behaviors at home C. Christopher, who prohibits antisocial behaviors without explanation D. Dawn, who encourages her children to perform routine household tasks and chores

Q: As children get older, their perceptions of other people become: A. less differentiated. B. more focused on physical traits. C. both less differentiated and more focused on physical traits. D. neither less differentiated nor more focused on physical traits.

Q: Behavior that is intentionally aimed at harming or injuring another person is called: A. aggression. B. prosocial behavior. C. empathy. D. induction.

Q: Preschooler Annabelle has more positive attitudes toward whites than other ethnic groups. Researchers suggest this may: A. be a reflection of the negative views and prejudices of the larger society. B. reflect Annabelles natural developmental preference for lighter objects at this age. C. be reinforced by common childhood stories where heroes are dressed in white and villains in black. D. all of these

Q: Which of the following statements regarding bullying is false? A. Bullying occurs as a way to attain social position in a peer group or to have dominance over others. B. Bullying behavior is most prevalent in middle childhood peer groups. C. Boys are more likely to engage in bullying behaviors than girls, although girls tend to use social isolation and verbal bullying. D. Bullies tend to come from home environments that are punitive and harsh.

Q: At what age does the typical child first grasp the social implications of ethnicity? A. 4-6 B. 6-10 C. 10-14 D. 14-16

Q: According to the text, which of the following is a recommended strategy for dealing with bullies in the school environment? A. provision of social skill training and anger management programs for bullies B. adoption of antibullying policies C. use of empathetic listening to identity cognitive and affective problems associated with bullying D. all of these

Q: Six-year-old Quashana understands ethnicity in terms of ancestry and features like food and language. She has difficulty understanding prejudice and its social consequences. At which level of ethnic perspective taking is Quashana? A. level 3, group consciousness B. level 2, social and nonliteral understanding C. level 1, literal understanding D. level 0, integration of affective and perceptual understanding

Q: At day care, 4-year-old Steven bites Matthew when Matthew tries to take away the blocks he is building with. Stevens aggression is best described as: A. hostile. B. instrumental. C. verbal. D. both hostile and instrumental.

Q: As a teacher of high-school seniors, at which level of ethnic perspective taking would you expect most of your students to be? A. group consciousness and ethnic identity B. social and nonliteral understanding C. integration of affective and perceptual understanding D. literal understanding

Q: As children age, instrumental aggression ______ and hostile aggression ______. A. decreases/decreases B. increases/increases C. increases/decreases D. decreases/increases

Q: Briefly describe Eriksons eight stages of psychosocial development. Identify the age group you plan to teach, and provide an in-depth explanation of the psychosocial stage(s) for that age group. What are some special socio-emotional concerns for children or adolescents in this age group?

Q: For the age group you are planning to teach, describe typical emotional development. What does emotional competence mean? How can you, as a teacher, foster emotional competence in your students?

Q: How do self-concept and self-esteem develop and change from early childhood through adolescence? What influence do ethnicity, race, and gender have on the development of self-esteem? What steps can you take as a teacher to enhance students self-esteem?

Q: Describe the process of gender-role socialization, including a discussion of the influence of parents, peers, mass media, and schools.

Q: Define achievement motivation. Discuss how each of the following contributes to individual differences in achievement motivation: differences in ability, parenting practices, gender, ethnicity/race, socioeconomic status. What can teachers do to create a positive motivational climate in the classroom?

Q: The term social cognition is used to describe: A. childrens thoughts about their peers and friendship groups. B. childrens understanding of others thoughts, feelings, and behaviors. C. a childs social network. D. childrens beliefs about whether or not they can accomplish a goal.

Q: Compared to those who have feminine or masculine gender-role conceptions, those with androgynous gender-role conception tend to have: A. higher self-esteem. B. better coping skills. C. more life satisfaction. D. all of these

Q: Which of the following is the first step in understanding others perspectives? A. grasping simple causal relations between desires, outcomes, and emotions B. showing signs of frustration and temper when attempts to influence caregiver actions are unsuccessful C. understanding that the self is distinct from others D. comforting another child who is in distress

Q: As a middle-school teacher, you would expect to find which trend in self-esteem among your students? A. declining self-esteem for boys, but not for girls B. declining self-esteem for girls, but not for boys C. increased self-esteem for boys and decreased self-esteem for girls D. declining self-esteem for both boys and girls, but with a more severe decline for girls

Q: Raven is invited to her friend Michelles birthday party. She is excited about buying Michelle a present because she understands that giving Michelle a present will make her friend happy. Raven also gets personal satisfaction out of giving the present because it makes her feel good. At which stage of social perspective taking is Raven? A. reciprocal perspective taking B. undifferentiated perspective taking C. differentiated perspective taking D. egocentric perspective taking

Q: According to the text, ______ are believed to be more vulnerable to disturbances in self-esteem at puberty. A. white girls B. white boys C. minority girls D. none of these; there are no adolescent groups that are more vulnerable to disturbances in self-esteem

Q: As a future teacher of second graders, at which level of social perspective taking would you expect your students to be? A. 0 B. 1 C. 2 D. 3

Q: The process by which children learn societys norms for acceptable and unacceptable behavior for boy and girls is called: A. gender identity development. B. gender-role socialization. C. gender schema development. D. gender constancy process.

Q: In ______ of social perspective taking, children are unable to recognize that other people may interpret the same situation differently from them. A. level 0 (undifferentiated) B. level 1 (egocentric) C. level 1 (differentiated) D. level 2 (reciprocal)

Q: Dr. Jameson, a motivation theorist, describes motivation as an internal tension that leads a person to engage in goal-directed behavior. With which perspective of motivation is Dr. Jamesons description most consistent? A. motivation as an environmentally activated state B. motivation as a set of cognitions and beliefs C. motivation as an enduring psychological need D. motivation as identity

Q: Which of the following statements regarding social perspective taking is false? A. Perspective-taking skills are associated with various prosocial behaviors. B. Perspective-taking skills are important in moral development. C. Changes in perspective-taking throughout childhood are related to changes in cognitive abilities. D. Most preschool children can put themselves in another persons shoes.

Q: A persons need for self-expression, creativity, and harmony with the environment is best described as: A. need to achieve. B. self-actualization needs. C. effectance motivation. D. identity need.

Q: Valerie spends hours reading because she is curious and interested in learning. Tim spends hours reading because he wants to earn more points in the Accelerated Reader program. Valeries motivation is _____, and Tims motivation is _____. A. extrinsic; extrinsic B. intrinsic; intrinsic C. extrinsic; intrinsic D. intrinsic; extrinsic

Q: As a future teacher interested in reducing learned helplessness in your students, you should: A. encourage public forms of evaluation so that students will develop a sense of healthy competition. B. increase test pressure to motivate students to study. C. provide specific feedback to students about how they can improve. D. all of these

Q: Which cognitive theory of achievement motivation emphasizes students judgments of how well or poorly they will perform a task, given the skills they have and the circumstances they face? A. expectancy-value B. self-efficacy C. attribution D. achievement goals

Q: As a future teacher, you have made a commitment to help your students connect what they are learning to their lives outside of school. You plan to link your materials to experiences that are familiar to your students. You also hope to help your students see the value of what they are learning for other subjects and real-life problems. Which aspect of motivation are you attempting to impact? A. providing motivating learning activities B. promoting positive feelings of competency and efficacy C. emphasizing the intrinsic value of learning D. providing opportunities for peer collaboration

Q: Fourteen-year-old Nolan was recently angered by his locker-mate, Paul. Instead of confronting Paul, Nolan reframes the situation, deciding that Paul may have been in a bad mood. Nolan also realizes that confronting Paul will only make himself more upset. Nolan is demonstrating: A. self-control. B. self-efficacy. C. self-esteem. D. self-conscious emotions.

Q: By what age can most children correctly identify skin color and their own ethnic group? A. 1 year B. 3 years C. 5 years D. 6 years

Q: A researcher invites a child to sit at a table with a bell and some marshmallows. She tells the child that she will be leaving the room for a few minutes, and that a ring of the bell will summon her back. The child is also told that if he can wait until the researcher returns, that he will earn several marshmallows. However, if he rings the bell, he will only be able to have one marshmallow. Which element of emotional intelligence is this researcher attempting to measure? A. identifying, expressing, and managing emotions B. knowing the difference between feelings and actions C. understanding the perspective of others D. controlling impulses and delaying gratification

Q: Which of the following statements regarding ethnic identity development is false? A. Racial prejudices and stereotypes can make it difficult for ethnic minority children to develop positive feelings of competency and worth. B. The racial composition of a school can have an important influence on the self-concepts and self-esteem of ethnic minority youths. C. In general, white adolescent girls have higher self-esteem than Hispanic or African-American adolescent girls. D. The work of forming an ethnic identity generally takes place in adolescence.

Q: The PATHS program described in the text was an attempt to help elementary school children in Seattle public schools to develop: A. emotional competence. B. academic excellence. C. impulse control. D. intrinsic motivation.

Q: The term ______ is used to describe childrens knowledge of gender. A. gender constancy B. gender schema C. gender-role conceptions D. androgyny

Q: An evaluation of ones traits, abilities, and characteristics is called: A. self-concept. B. self-esteem. C. self-efficacy. D. self-control.