Q&A Hero

Q: Which of the following personality traits is a child most likely to describe as feminine? A)dependent B)rational C)dominant D)aggressive

Q: Interventions with rejected children aim to help them attribute their peer difficulties to __________ causes. A)external, unchangeable B)external, changeable C)internal, changeable D)internal, unchangeable

Q: Andy has developed a learned-helpless approach to peer acceptance-concluding, after repeated rebuffs, that he will never be liked. Andy is a __________ child. A)rejected-withdrawn B)rejected-aggressive C)neglected D)controversial

Q: Most neglected children A)report feeling especially lonely compared to others. B)are just as socially skilled as average children. C)have poor cooperation skills and tend to lash out. D)report feeling unhappy about their social life.

Q: Victims of persistent bullying are likely to A)experience low peer acceptance. B)experience relationships high in personal sharing. C)have a history of avoidant attachment. D)experience increased production of cortisol.

Q: Kurt is a target of verbal abuse and physical attacks and other forms of abuse. Kurt is A)a rejected-aggressive child. B)experiencing peer victimization. C)experiencing atypical bullying. D)a controversial-withdrawn child.

Q: Nick is passive and socially awkward. He worries a lot, holds negative expectations about his peer interactions, and is disliked by many of his classmates. Nick is a __________ child. A)neglected-withdrawn B)neglected-aggressive C)rejected-withdrawn D)rejected-aggressive

Q: School-age children with peer-relationship problems are more likely to A)have experienced permissive discipline. B)come from middle-SES families. C)have weak emotional self-regulation skills. D)have experienced authoritative discipline.

Q: Which of the following children is most at risk for delinquency in adolescence and criminality in adulthood? A)David, an average child B)Marie, a rejected child C)Leo, a controversial child D)Lisa, a popular child

Q: Jade received many positive and many negative votes on peer-acceptance self-reports from the children in her class. How would Jade be classified? A)popular B)average C)rejected D)controversial

Q: Charles received few positive and many negative votes on peer-acceptance self-reports from the children in his class. How would Charles be classified? A)average B)rejected C)controversial D)neglected

Q: To assess __________, researchers ask children to identify classmates whom they "like most" and "like least." A)peer acceptance B)friendship quality C)perceived popularity D)gender typing

Q: Findings that some girls' friendships are full of jealousy and that some boys' friendships often involve physical attacks suggest that A)prosocial children are as much at risk of having hostile, fragile relationships as aggressive children. B)friendships in middle childhood are seldom considered to be stable. C)aggressive children's social problems operate even within their closest peer ties. D)school-age children are still largely incapable of behaving prosocially.

Q: Which of the following statements about 8-year-old Aja is most likely true? A)She has a lot of friends of varying ages. B)She has a few good friends, who do not resemble her in personality. C)She has only a handful of good friends, who, like Aja, do well in school. D)She has a lot of friends of diverse ethnic and SES groups.

Q: Which of the following statements about school-age children's friendships is true? A)Trust is the defining feature of friendships in middle childhood. B) School-age children's friendships are less selective than preschoolers' friendships. C)Boys are more exclusive in their friendships than girls. D)As in early childhood, school-age children's friendships are highly unstable.

Q: Adult involvement in formal groups, such as scouting and 4-H, A)prevents children from realizing the gains in social maturity associated with peer groups. B)prevents children from realizing the gains in moral maturity associated with peer groups. C)holds in check the negative behaviors associated with children's informal peer groups. D)stifles children's desire for formal or informal peer group belonging.

Q: Research on peer-group exclusion shows that A)children who belong to a peer group rarely use relationally aggressive tactics to oust no longer "respected" children. B)with age, children are more likely to endorse excluding someone because of unconventional appearance or behavior. C)most school-age children believe it is okay for a group to exclude a peer on the basis of skin color. D)girls, especially, regard exclusion as unjust, perhaps because they experience it more often than boys.

Q: Maddy spends most of her time with a particular set of girlfriends. Within this group, there are specific standards of behavior, a specialized dress code, and identified leaders. Maddy is most likely A)a controversial child. B)a popular-prosocial child. C)part of a peer group. D)part of a social clique.

Q: Which of the following statements about reducing prejudice is true? A)Long-term contact and collaboration among neighborhoods, schools, and communities may be the best way to reduce prejudice. B)Children assigned to cooperative learning groups with peers of diverse backgrounds have fewer prejudices even with regard to out-group members who are not part of the learning teams. C)School environments that expose children to broad ethnic diversity often cause children to form negative biases about out-group members. D)The more children believe that personalities are fixed, the more they report liking and perceiving themselves as similar to members of disadvantaged out-groups.

Q: Research findings raise the question of whether the decline in white children's explicit racial bias during middle childhood is a true decrease, or whether it reflects their A)apathy toward the majority race. B)growing awareness of widely held standards that deem prejudice to be inappropriate. C)sympathy toward the minority race. D)increased understanding of different ethnicities.

Q: By the early school years, A)most children always form stereotypes when some basis for them exists. B)children's parents' and friends' racial attitudes typically resemble their own. C)children associate power and privilege with white people. D)children pick up much information about group status from explicit messages from adults.

Q: Consider the unlikely situation where a school principal tells a student to steal another student's lunch. Which of the following is most likely true? A)Most children, regardless of their culture, would listen to authority and steal the other student's lunch. B)Asian children would be more likely than Western children to listen to authority and steal the other student's lunch. C)Western children would be more likely than Asian children to listen to authority and steal the other student's lunch. D)Most children, regardless of their culture, would disobey authority and not do as the principal asked.

Q: As early as age 6, children A)recognize the importance of individual rights for maintaining a fair society. B)view freedom of speech and religion as individual rights. C)regard laws that discriminate against individuals as sometimes right. D)express very few prejudices, typically deciding in favor of kindness and fairness.

Q: In one study, 8- to 10-year-olds judged the moral implications of flag burning. Which of the following was a judgment the children made? A)They stated that private flag burning is worse than public flag burning. B)They stated that burning a flag to start a cooking fire was worse than burning it accidentally. C)They agreed that it was never acceptable to burn a flag, even in a country that treated its citizens unfairly. D)They stated that burning a flag was no different than burning other household items.

Q: Older children realize that people's __________ and __________ affect the moral implications of violating a social convention. A)intentions; the context of their actions B)age; intelligence C)gender; the context of their actions D)religion; nationality

Q: Eight-year-old Lin, a Chinese child, is likely to A)say that telling the truth is always good. B)say that telling a lie is always bad. C)rate lying favorably when the intention is modesty. D)favor lying to support the individual at the expense of the group.

Q: In response to a story about unjust parental punishment, which of the following children is most likely to say that he or she would feel OK, rather than angry? A)Dalaja, a Hindu girl B)Joslyn, an American girl C)Ashoka, a Buddhist boy D)Samuel, an American boy

Q: When mothers support their 5-year-olds' emotional development by responding sensitively and helpfully when the child is distressed, children demonstrate __________ at age 7. A)greater emotion-centered coping B)increased levels of physical affection C)decreased emotional self-efficacy D)more effective emotional self-regulation

Q: Eleven-year-old Elin is in line at the drinking fountain. When a boy pushes her from behind, Elin is most likely to respond by A)telling a teacher. B)asking him not to push. C)pushing back. D)sulking.

Q: Ten-year-old Stanley knows that his friend MaryAnn is angry because he played with Chester at recess. The next day, Stanley invites MaryAnn to play with Chester and him. Stanley is using A)emotion-centered coping. B)problem-centered coping. C)learned helplessness. D)emotional self-efficacy.

Q: Nine-year-old Simpson is emotionally understanding and empathetic. He probably A)also has favorable social relationships and prosocial behavior. B)is picked on by other children because he is "too sensitive." C)retreats from social situations for fear of being overwhelmed by the emotions of others. D)cannot yet engage in perspective taking.

Q: A summary of findings from many studies confirm that children who experience guilt following transgressions A)tend to be well-adjusted. B)are prone to adjustment problems. C)have increase problems with coping. D)experience impaired perspective taking.

Q: __________ prompts children to make amends. A)Pride B)Guilt C)Shame D)Anger

Q: In which of the following scenarios is Henry, age 9, most likely to experience guilt? A)He accidentally knocks his friend over while running on the playground. B)He breaks his mother's favorite glass while trying to help her clean the dishes. C)He forgets to clean up his toys before leaving for school. D)He peeks at the answers of his classmate during a spelling quiz.

Q: Mrs. Cybrig would like to help her low-effort daughter gain a sense of academic competence. Which of the following would you recommend to her? A)Select tasks that challenge, but do not overwhelm, her daughter. B)Attribute her daughter's successes to intelligence rather than effort. C)Compare her daughter to her higher-achieving son by using prizes for good grades. D)Select tasks that her daughter can easily do, so she can have success.

Q: Braison is receiving an intervention that encourages him to believe that he can overcome failure by exerting more effort. Braison is receiving A)learned success. B)attribution retraining. C)mastery orientation. D)performance evaluation.

Q: Asian parents and teachers are more likely than their American counterparts to A)hold a fixed view of ability. B)attend more to success than to failure. C)ignore a child's inadequate performance. D)hold an incremental view of ability.

Q: Girls __________ often than boys __________. A)more; attribute poor performance to lack of ability B)more; view failures as stemming from external factors C)less; let negative stereotypes undermine their performance D)more; tend to receive mastery-oriented support from teachers

Q: Teachers who emphasize learning over getting good grades tend to have more A)average to below-average achieving students. B)learned-helpless students. C)mastery-oriented students. D)students who have low motivation and achievement.

Q: When Amanda succeeds, her mother says, "You're so smart!" This type of praise might lead Amanda to A)exert more effort when faced with a challenge. B)question her competence in the face of failure. C)focus on learning rather than performance. D)pay little attention to her academic achievements.

Q: Learned-helpless children A)are more persistent than other children. B)are more likely to see the connection between effort and success. C)attribute their failures to bad luck. D)hold a fixed view of ability.

Q: Margaret is high in academic self-esteem and motivation. She probably credits her successes to A)luck. B)favoritism. C)a fixed ability. D)ability and effort.

Q: Parents who are overly indulgent tend to have children who A)develop learned helplessness. B)have unrealistically high self-esteem. C)are overly confident. D)are industrious.

Q: Which of the following statements about self-esteem is true? A)Children who attend schools where their SES is well-represented have fewer self-esteem problems. B)Compared with their Caucasian agemates, African-American children tend to have slightly lower self-esteem. C)Compared with U.S. children, Chinese and Japanese children tend to have slightly higher self-esteem. D)Gender-stereotyped beliefs have little, in any, effect on children's overall self-esteem.

Q: Steven and Stephanie have equal skill levels in math, science, and language arts. Which of the following is probably true? A)Stephanie has higher math self-esteem. B)Steven has higher language-arts self-esteem. C)They have equal academic self-esteem. D)Steven has higher math and science self-esteem.

Q: Carrie, age 8, has high social self-esteem. Which of the following statements most likely applies to Carrie? A)She is perceived to be a bit snobbish by her classmates. B)She outperforms the majority of her classmates in schoolwork. C)She tends to be well-liked by her classmates. D)She often gets other classmates into trouble.

Q: From middle childhood on, individual differences in self-esteem become A)less well-defined. B)increasingly stable. C)more flexible. D)less important.

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

Q: The capacity to __________ permits school-age children to combine their separate self-evaluations into an overall sense of self-esteem. A)master increasingly complex social challenges B)view the self in terms of stable dispositions C)understand the perspectives of others D)evaluate the behaviors and intentions of others

Q: As children enter school and receive more feedback about how well they perform compared with their peers, self-esteem usually A)adjusts to an extremely high level. B)stays the same as it was during the preschool years. C)adjusts to a more realistic level. D)adjusts to an extremely low level.

Q: Which of the following children is likely to describe themselves with attributes that stress group membership and relationships to others? A)Laurie, an American girl B)Alberto, a Hispanic boy C)Tali, a Russian girl D)Charin, a Chinese boy

Q: School-age children with a history of __________ have more complex, favorable, and coherent self-concepts. A)elaborative parent-child conversations about past experiences B)authoritarian parent-child interactions C)permissive parent-child interactions D)routine parent-child conversations about current events

Q: Self-esteem can be greatly undermined when A)children gain an understanding that traits are linked to specific desires. B)recursive thought influences the development of perspective taking. C)children internalize the expectations of those around them. D)there is a large discrepancy between a child's ideal and real self.

Q: Socialist George Herbert Mead proposed that a __________ emerges when children adopt a view of the self that resembles others' attitudes toward the child. A)sense of doubt B)well-organized psychological self C)superiority complex D)strong sense of guilt

Q: Which of the following children is engaging in social comparison? A)Florrie, who observes that she is better at singing than her peers but does not run as fast B)Clark, who understands that his friend is upset because he received a poor grade C)Astra, who describes herself as talkative and fun-loving, but also as a hard worker D)Julien, who attributes his successful basketball dribbling skills to ability

Q: When describing themselves, older school-age children are __________ likely than younger children to __________. A)less; include both positive and negative personality traits B)more; describe themselves in extreme ways C)less; describe themselves in comparison to peers D)far less; describe themselves in all-or-none ways

Q: Which of the following statements accurately reflects the change in self-description that typically occurs between ages 8 and 11? A)Children tend to describe themselves by focusing on specific behaviors. B)Children will describe positive, but not negative, personality traits. C)Children organize their observations of behaviors and internal states into general dispositions. D)Children are likely to describe themselves in extreme, all-or-none ways.

Q: Which of the following children is most likely to have a sense of industry? A)Erika, who has an overly high self-concept B)Tak, who gets along with older children, but does not cooperate with agemates C)Thayer, who has a positive but realistic self-concept D)Kumi, who has little confidence in her abilities

Q: Six-year-old Aliou lives in a Baka village where each day he fetches water and minds his younger siblings. According to Erikson, Aliou will most likely develop a sense of A)inferiority. B)initiative. C)autonomy. D)industry.

Q: The psychological conflict of middle childhood is resolved positively when experiences lead children to develop A)a sense of purpose and initiative. B)a sense of competence at useful skills and tasks. C)a growing sense of independence and autonomy. D)conflict-free ideals and problem solving skills.

Q: According to Erikson, the psychological conflict of middle childhood is A)autonomy versus shame and doubt. B)initiative versus guilt. C)industry versus inferiority. D)identity versus role confusion.

Q: How well-educated are U.S. children compared with children in other industrialized nations? What are some factors that are responsible for this?

Q: Explain the educational benefits of a small class size in early elementary school.

Q: Ms. Aragon and her young son recently moved to the United States from Mexico. She is considering whether to enroll him in a bilingual education program or immerse him in an English-only school. How would you advise her?

Q: Describe Robert Sternberg's triarchic theory of successful intelligence.

Q: Describe the two most common approaches to teaching beginning reading. What does research suggest is the best way to teach beginning reading?

Q: Define cognitive self-regulation. Why does it develop gradually? How can parents help foster it?

Q: Discuss school-age children's spatial-reasoning skills as it relates to their understanding of cognitive maps.

Q: Which of the following factors is a reason for the superior academic performance of Finnish as compared to American children? A)All Finnish students receive the same nationally mandated, high-quality instruction. B)Finnish parents regard native ability as the key to academic success. C)Finland has a national testing system used to ability-group students. D)Finnish teachers focus more on the fundamentals of education.

Q: According to international comparisons, instruction in the United States is __________ than in other industrialized countries. A)more challenging B)less focused on absorbing facts C)less focused on high-level reasoning D)more focused on critical thinking

Q: In international studies of reading, mathematics, and science achievement, U.S. students typically perform A)better than students in Korea and Japan. B)better than students in Canada and the Netherlands. C)above the international averages. D)at or below the international averages.

Q: Gifted children fare well in programs that A)keep them academically with their agemates, so they are not pushed too hard. B)provide special activities that promote problem solving, critical thinking, and creativity. C)keep them with their agemates, but not in programs that advance them to higher grades. D)advance them to higher grades, but not in programs that pull them out of their regular classrooms for special instruction.

Q: Carter is highly talented and accomplished in art and music. His parents are likely to A)be warm, sensitive, and reasonably demanding. B)be highly intelligent. C)arrange for rigorous, demanding teachers when he is young. D)have strict rules and high expectations.

Q: Many gifted children and adolescents A)are socially isolated. B)have high self-esteem. C)display creativity in many unrelated areas. D)have driving and overambitious parents.

Q: Because individuals show uneven ability across academic subjects, definitions of giftedness have been expanded to include A)resourcefulness. B)divergence. C)achievement. D)talent.

Q: __________ thinking involves arriving at a single correct answer, whereas __________ thinking involves generating multiple and unusual possibilities when faced with a task or problem. A) Divergent; convergent B)Recursive; reciprocal C)Convergent; divergent D)Factual; creative

Q: If a child is creative, he or she is able to A)reproduce others' work with little effort. B)achieve outstanding scores in a specific field. C)think convergently about problems. D)produce work that is original yet appropriate.

Q: Which of the following statements about inclusion is true? A)All students benefit academically from inclusion, but not all benefit socially. B)All students benefit socially from inclusion, but not all benefit academically. C)Achievement gains depend on the severity of the disability and the support services available. D)Children with disabilities are typically accepted by regular-classroom peers.

Q: Five to 10 percent of school-age children have A)mild intellectual disabilities. B)IQs above 130. C)learning disabilities. D)autism.

Q: In Mr. Pratico's fourth grade classroom, students with learning difficulties work alongside typical students for part or all of the school day. Mr. Pratico's classroom is A)a resource room. B)inclusive. C)a communities of learners. D)constructivist.