Q&A Hero

Q: Children with peer difficulties A) are often popular with younger children. B) often hold biased social expectations. C) are liked by teachers but ignored by classmates. D) tend to come from one-child families.

Q: From the preschool to the school years, conflicts shift from __________ to __________. A) material concerns; relationship issues B) psychological issues; material concerns C) social issues; psychological issues D) material concerns; social issues

Q: Many studies indicate that attending integrated classrooms leads to A) poor self-esteem among ethnic minority students. B) lower academic achievement, educational attainment, and occupational aspirations among ethnic minority students. C) higher academic achievement, educational attainment, and occupational aspirations among ethnic minority students. D) identity confusion among biracial students.

Q: In the United States, __________ students are the most isolated group. A) black B) Hispanic C) white D) Asian

Q: Cayden volunteers to serve meals to the homeless in a predominantly ethnic minority neighborhood. As a result of this experience, CaydenA) may have fewer prejudicial feelings, and will appreciate the social conditions that lead to disadvantage.B) may decide that certain ethnic groups are too lazy to work, which is why they are homeless.C) may become confused as to why certain groups of people have a higher chance of living in poverty.D) is likely to develop a fixed negative view of others.

Q: Research confirms that an effective way to reduce prejudicein children and adults alikeis through A) therapy. B) educational classes. C) open communication. D) intergroup contact.

Q: After age 7 or 8, A) white children's prejudice against out-group members strengthens. B) majority children, but not minority children, express in-group favoritism. C) both majority and minority children express in-group favoritism. D) both majority and minority children express out-group favoritism.

Q: Sami is a 5-year-old African-American girl. She is likely to A) associate positive characteristics to both African-American and white children. B) display in-group favoritism by assigning positive characteristics to African-American children and negative characteristics to white children. C) be completely unaware of prejudice because ethnic awareness does not emerge until middle childhood. D) display out-group favoritism by assigning positive characteristics to white children and negative characteristics to African-American children.

Q: By the early school years, children associate power and privilege with __________ and poverty and inferior status with __________. A) white people; people of color B) people of color; white people C) white males; white females D) black males; black females

Q: Eight-year-old Oren has just begun describing other people's personalities. He is most likely to describe someone asA) "boring and dull."B) "always fighting with people."C) "tall and thin."D) "angry and sad."

Q: Before age 8, children's descriptions of others focus on A) concrete activities, behaviors, and commonly experienced emotions and attitudes. B) inferences about personality, which are drawn together into organized character sketches. C) sharp trait descriptions like "honest," "trustworthy," "polite," and "selfish." D) their misdeeds and character flaws.

Q: A researcher studying person perception might ask which of the following questions? A) "What is your favorite subject in school?" B) "What do you want to do when you grow up?" C) "Tell me about yourself." D) "Can you tell me what kind of person __________ is?"

Q: Adolescents __________ cope more effectively with stress, show better achievement in school, and have fewer emotional and behavior problems. A) with a biracial identity who attend monoracial schools B) with a positive connection to their ethnic group C) who avoid developing an ethnic identity D) who are frequently exposed to racial discrimination

Q: In which of the following ways can society help minority adolescents resolve identity conflicts? A) Discourage young people from developing a bicultural identity. B) Encourage non-English-speaking students to abandon their native language. C) Foster contact with peers of the same ethnicity. D) Discourage contact with peers of the same ethnicity.

Q: Adolescents whose family members __________ typically surmount the threat that discrimination poses to a favorable ethnic identity.A) encourage them to let go of tradition and merge with the majority cultural identityB) encourage them to disprove ethnic stereotypes of low achievement or antisocial behaviorC) tightly restrict access to the majority culture out of fear of assimilationD) teach them to ignore negative stereotypes and to avoid any who hold those idea

Q: A large survey of high school students found that part-black biracial teenagers A) report as much discrimination as their black monoracial counterparts. B) are almost always identity achieved. C) have a stronger sense of ethnic identity than their monoracial black peers. D) usually select the identity that most closely matches their physical appearance.

Q: Under what circumstances are minority youths likely to rebel, rejecting aspects of their ethnic background? A) when they attend racially diverse schools B) when immigrant parents who fear assimilation tightly restrict their teenagers C) when they progress from identity diffusion to identity achievement D) when they overcome acculturative stress

Q: Research on identity development has shown that A) diffused young people report the lowest levels of parental support and warm, open communication. B) young people who lack confidence in the prospect of ever knowing anything with certainty tend to be foreclosed. C) young people in moratorium usually have close bonds with parents, but lack opportunities for healthy separation. D) young people in moratorium assume that absolute truth is always attainable.

Q: Which of the following adolescents is most likely to be in a state of identity moratorium or achievement? A) Adam, who is curious and open-minded B) Noah, who is self-indulgent and doubtful C) Daniel, who assumes that absolute truth is always attainable D) Gabriel, who is conformist and obedient

Q: Which of the following factors is linked to increased suicide in adolescence?A) the onset of pubertyB) moving away from identity foreclosure toward identity moratoriumC) immaturity and the need for attentionD) teenagers' improved ability to plan ahea

Q: Recently, suicide has risen among __________; the current rate approaches that of __________. A) African-American females; African-American males B) African-American males; Caucasian-American males C) Native-American males; Hispanic males D) Hispanic males; Hispanic females

Q: Research on adolescent suicide indicates that compared to boys, girls A) are twice as likely to kill themselves. B) make more unsuccessful suicide attempts. C) tend to choose techniques that lead to instant death. D) are more likely to blame their parents for their suicide attempts.

Q: Which of the following adolescents would most likely attempt suicide? A) Krista, who lives in the United States B) Rachel, who lives in Singapore C) Francesco, who lives in Italy D) Cooper, who lives in Australia

Q: Between the mid-1960s and the mid-1990s, the rate of adolescent suicide __________ in both the United States and Canada. A) doubled B) tripled C) quadrupled D) remained the same

Q: According to identity theorists, individuals who move away from identity __________ toward identity __________ build a well-structured identity that integrates various domains.A) achievement and foreclosure; moratorium and diffusionB) moratorium and diffusion; achievement and foreclosureC) achievement and diffusion; foreclosure and moratoriumD) foreclosure and diffusion; moratorium and achievement

Q: Which of the following young adults is at risk for long-term identity foreclosure or diffusion? A) Vintrea, a college graduate who switches majors B) Coulter, an aspiring chef who has no opportunity for culinary training C) Lindsay, a young woman with several possible vocational choices D) Susannah, a Peace Corps volunteer

Q: Young people who go to work immediately after high school graduation often A) experience a major identity crisis in their early twenties. B) settle on a self-definition earlier than agemates who attend college. C) settle on a self-definition later than agemates who attend college. D) become anxious and depressed and never really settle on a self-definition.

Q: Which of the following statements is true about identity development? A) Most young people remain in one identity status throughout their lifespan. B) Identity development follows many paths. C) Identity development is complete by age 14 or 15. D) High school students make more progress toward formulating an identity than college students.

Q: Because her mother and grandmother were teachers, Melissa has decided to become a teacher. Melissa is demonstrating identity A) moratorium. B) achievement. C) foreclosure. D) diffusion.

Q: When asked whether he ever had doubts about his religious beliefs, Pedro said, "Yes, I just don"t see how there can be a God and yet so much evil in the world." Pedro is experiencing identityA) foreclosure.B) achievement.C) diffusion.D) moratorium.

Q: Fourteen-year-old Farica volunteers at a local animal shelter to help her decide whether to become a veterinarian. Farica is demonstrating identity A) moratorium. B) achievement. C) foreclosure. D) diffusion.

Q: For most young people, identity development A) involves a major crisis. B) is complete by age 13. C) emerges spontaneously, with little time devoted to exploration. D) is a process of exploration followed by commitment.

Q: Denison is an adolescent who has begun to define who he is, what he values, and what direction he chooses to pursue in life. Denison is A) creating a self-persona. B) forming an identity. C) improving his self-esteem. D) developing his superego.

Q: In Ms. Ceyner's class, she encourages students to focus on mastering a task for its own sake and she praises individual performance improvement rather than comparisons to other classmates. By doing this, Ms. Ceyner is A) reducing failures by pointing out where corrective action is needed. B) showering her students with compliments in order to make them feel better about themselves. C) emphasizing ability over effort. D) fostering a mastery-oriented approach.

Q: Attributional retraining is most effective whenA) parents engage in authoritarian child rearing.B) begun early, before children's views of themselves become hard to change.C) children are presented with simple tasks that require little effort.D) low-effort students are encouraged to focus more on grades and less on mastering a task for its own sake.

Q: Atim displays learned helplessness. His teacher addresses this by giving him tasks in which he experiences failure, followed by feedback such as, "You can do this if you try harder." Atim is A) receiving attribution retraining. B) experiencing identity confusion. C) likely to resent the teacher's efforts to make him work harder. D) learning the importance of attributing success to external factors.

Q: Which of the following statements is supported by research on cultural differences in learned helplessness? A) When their children fail, Chinese mothers offer praise and focus on the child's effort. B) Compared with American parents, Asian parents believe that success in school depends much more on ability than effort. C) Americans focus less on success than on happiness because happiness enhances self-esteem. D) Asians attend more to failure than to success because failure indicates where corrective action is needed.

Q: Which of the following statements is true regarding achievement-related attributions? A) Boys tend to receive messages from teachers and parents that their ability is at fault when they do not do well. B) Positive trait statements encourage children to adopt an incremental view of ability. C) Despite their higher achievement, girls more often than boys attribute poor performance to lack of ability. D) Low-SES, ethnic-minority children often receive more favorable feedback from teachers when assigned to homogeneous groups of poorly achieving students.

Q: Children whose parents believe that they are not very capable and must work harder than others to succeed are likely to A) have a learned-helpless attributional style. B) have an incremental view of ability. C) develop a mastery-oriented attributional style by early adolescence. D) work harder to win their parents' approval.

Q: Mastery-oriented children focus on __________ goals, whereas learned-helpless children focus on __________ goals.A) learning; performanceB) general; specificC) long-term; short-termD) academic; social

Q: Shae does not believe that her successes or failures in school can be changed, or that her effort will make a difference in her grades. Shae A) holds an entity view of ability. B) comes from a middle-SES household. C) has an incremental view of ability. D) lacks a belief"desire theory of mind.

Q: When Vince receives a high test grade, he attributes it to luck; when he receives a low test grade, he attributes it to not being smart. Vince has developed A) an incremental view of ability. B) learned helplessness. C) a mastery-oriented attribution. D) conditional achievement motivation.

Q: Children who possess an incremental view of ability A) attribute task failure to insufficient ability. B) tend to give up easily when faced with a challenging task. C) credit task success to genetics. D) believe that ability can be increased through effort.

Q: Aubrey is high in achievement motivation. She credits her school success to ability and hard work. Aubrey A) is displaying learned helplessness. B) emphasizes performance goals over learning goals. C) is making mastery-oriented attributions. D) holds an entity view of ability.

Q: Because 4-year-old Damon is a nonpersister, his self-esteem is most likelyA) unrealistically high.B) based entirely on others' judgments.C) unaffected by adult feedback.D) based entirely on inner standards.

Q: Four-year-old Alicia gives up easily when faced with challenging tasks. Research shows which of the following factors most likely applies to Alicia? A) She has parents who provide generous praise regardless of task success or failure. B) She bases her self-worth entirely on inner standards. C) She has parents who are highly critical of her worth and performance. D) She attributes her failures to external causes and successes to internal causes.

Q: Preschoolers tend to make overly optimistic attributions because they A) rarely receive negative feedback. B) cannot yet distinguish the precise causes of their successes and failures. C) do not yet turn to adults for evaluations of their accomplishments. D) seldom face difficult tasks.

Q: Which of the following groups of children tends to rate their ability very high, often underestimates task difficulty, and holds positive expectancies of success? A) preschoolers B) elementary school children C) middle schoolers D) adolescents

Q: Kiaser has average intelligence, persists at challenging tasks, and displays initiative in the face of challenges. Kiaser is demonstrating A) a social comparison. B) average self-esteem. C) identity achievement. D) achievement motivation.

Q: People group the causes of their own and others' behavior into which of the following two broad categories?A) automatic and deliberateB) achievement and socialC) innate and conditionalD) environmental and psychological

Q: Attributions such as, "Why did I or another person do that?" are related to A) a blend of what we imagine important people in our lives think of us. B) judgments of one's own abilities and behavior in relation to those of others. C) our common, everyday explanations for the causes of behavior. D) global self-esteem and self-recognition.

Q: The best way to foster a positive, secure self-image is to A) encourage children to strive for worthwhile goals. B) compliment children whenever possible. C) have children compete in a sport in which they can excel. D) emphasize the importance of academic achievement.

Q: Narcissistic children with unrealistically high self-esteem because of overly tolerant, indulgent parenting A) tend to be oblivious to what peers and others think of them. B) rarely display any forms of meanness or aggression. C) tend to lash out at peers who express disapproval. D) are vulnerable to temporary, sharp peaks in self-esteem when their overblown self-images are challenged.

Q: Research on self-esteem indicates that. A) children benefit from frequent compliments, regardless of whether they are based on actual attainment. B) the self-esteem of U.S. youths dropped sharply from the 1970s to the 1990s. C) children do not benefit from compliments that have no basis in real attainment. D) overly tolerant, indulgent parenting is linked to low self-esteem.

Q: Because of the effect of gender-stereotyped expectations,A) boys feel less confident than girls about their athletic abilities.B) girls feel more confident than boys about their physical appearance.C) girls exceed boys in self-esteem dimensions of close friendship and social acceptance.D) boys are somewhat advantaged in the area of academic self-esteem.

Q: Despite their higher academic achievement, Chinese and Japanese children score lower in self-esteem than U.S. children. Research suggests that this difference may be partly due to __________ among Chinese and Japanese children. A) a strong emphasis on social comparison B) conditional parental support C) low achievement motivation D) high levels of anxiety and depression

Q: Fifteen-year-old LaRon feels highly dissatisfied with his parental relationships. Research suggests that LaRon is likely to be A) anxious and unfocused. B) aggressive and antisocial. C) anxious and depressed. D) socially popular but engages in risky behaviors.

Q: Children with high social self-esteem A) are often disliked by peers. B) perceive themselves as less socially competent than they really are. C) are consistently better-liked by their peers. D) tend to have low academic self-esteem.

Q: Five-year-old Johan has very high self-esteem. His parents wonder whether this will change once he enters elementary school. Most likely, Johan's self-esteem will A) continue to rise, as long as he does not engage in social comparison with his peers. B) maintain its current level, but will slowly decline in the areas of peer relationships and athletic competence. C) continue to rise until he makes the transition from elementary to middle school. D) decline over the first few years of elementary school, but will likely rise after fourth grade.

Q: The arrival of adolescence adds __________ as a new dimension of self-esteem.A) physical/athletic abilityB) self-respectC) popularityD) close friendship

Q: During childhood and adolescence, perceived __________ correlates more strongly with global self-esteem than any other self-esteem factor. A) physical/athletic ability B) academic competence C) physical appearance D) social competence

Q: Which of the following broad self-evaluations do children in diverse Western cultures form around age 6 to 7? A) inner self, categorical self, remembered self, and generalized other B) academic competence, social competence, physical/athletic competence, and physical appearance C) familial, parental, peer, and teacher D) foreclosure, diffusion, moratorium, and achievement

Q: Amina realistically evaluates her characteristics and competencies, and also has an attitude of self-acceptance and self-respect. Amina has __________ self-esteem. A) high B) low C) average D) unrealistic

Q: Between ages 6 and 10, children A) form a self-concept consisting of observable characteristics and typical emotions and attitudes. B) make social comparisons among multiple individuals. C) combine traits making up self-concept into an organized system. D) only emphasize positive attributes in their self-concept.

Q: Which of the following children will most likely describe himself in terms of individualistic traits, such as personal preferences, interests, skills, and opinions?A) Guang, who lives in ChinaB) Galeno, who lives in Puerto RicoC) Gibson, who lives in the United StatesD) Goro, who lives in Japan

Q: Which of the following statements is true regarding influences on self-concept? A) Formal operational thought transforms toddlers' self-vision into an internally consistent picture. B) Parental support contributes vitally to the clarity and optimism of children's self-concepts. C) Authoritarian parents tend to foster a realistic and positive self-concept in their children. D) School-age children with a history of elaborative parent"child conversations form incomplete self-concepts.

Q: As school-age children internalize others' expectations, they form an __________ that they use to evaluate their __________. A) internal state; self-definition B) extroverted ego; categorical self C) inner self; self-esteem D) ideal self; real self

Q: Research on the self-concept shows that, compared with school-age children, older adolescents place more emphasis on A) observable characteristics. B) special competencies. C) personality traits. D) personal and moral values.

Q: From middle to late adolescence, cognitive changes enable teenagers to A) stop using abstract descriptors. B) combine their traits into an organized system. C) compare their own performance to that of a single peer. D) create an entirely new set of attributes.

Q: As school-age children judge their own appearance, abilities, and behavior in relation to those of others,A) their self-descriptions become more evaluative.B) they become less adept at incorporating the messages of others into their self-definition.C) their self-descriptions become more general and neutral in evaluation.D) their self-esteem temporarily declines.

Q: Ethan tells his mother that he is not good at math because he got seven questions wrong on his math test and his friend Jack got only one question wrong. Ethan's conclusion that he is "not good at math" demonstrates the concept of A) achievement motivation. B) false belief. C) social comparison. D) perspective taking.

Q: Beginning in __________, self-descriptions emphasize positive and negative traits. A) early childhood B) middle childhood C) early adolescence D) late adolescence

Q: By age 4, children typically A) infer appropriate motives and feelings when given a trait label. B) include both positive and negative attributes in their self-descriptions. C) realize that psychological qualities often change from one situation to the next. D) are preoccupied with being liked by adults and peers.

Q: If you ask 4-year-old Mariah to describe herself, she will most likely mention A) personality traits. B) special competencies. C) social virtues. D) observable characteristics.

Q: Colin says, "I"m Colin. I"m 6 years old and have two older brothers. I"m good at running and football. I"m not very good at wrestling, and I don"t like doing my chores. Sometimes I get mad at my brothers." Colin is constructing hisA) remembered self.B) autobiographical narrative.C) self-concept.D) theory of mind.

Q: Which of the following characteristics is Justin, who has autism, likely to exhibit? A) the use of frequent nonsensical expressions B) a strong capacity for establishing joint attention C) good social referencing skills D) the use of eye contact to gain someone's attention

Q: fMRI studies on the brains of children with autism show A) smaller than average brains due to high levels of synaptic pruning. B) reduced activity in areas of the cerebral cortex involved in processing emotional and social information. C) reduced blood flow to the frontal lobe areas responsible for the ability to self-regulate behavior. D) recognizable impairments in all areas of the brain.

Q: Trevor has limited ability to engage in nonverbal communicative behaviors, and his language tends to be imitative. He pays little attention to the people around him, preferring to sit and play intensely in activities requiring repetitive motions. Trevor is displaying qualities that are characteristic of A) bipolar disorder. B) a learning disability. C) mental retardation. D) autism.

Q: Which of the following preschoolers will demonstrate greater awareness of false belief? A) Gwen, who is an only child B) Helena, who has two younger siblings C) Rakita, who has a twin sister D) Louisa, who has three older siblings

Q: Preschoolers Bob and Bill engage in more make-believe play than Deb and Dawn. Studies have shown thatA) Deb and Dawn will exhibit more advanced theory-of-mind skills than Bob and Bill.B) Bob and Bill are more advanced in understanding false belief than Deb and Dawn.C) Bob and Bill will have more difficulty resolving conflicts with their peers than Deb and Dawn.D) Deb and Dawn probably come from large families with many older siblings.