Q&A Hero

Q: By middle childhood, children who hold flexible beliefs about what boys and girls can do are __________ likely to __________. A)more; engage in antisocial behavior B)less; pursue nontraditional interests and activities C)more; notice instances of gender discrimination D)less; live in nontraditional homes

Q: Which of the following demonstrates how children's gender schemas are likely to affect memory? A)When shown a picture of a female wearing a dress, children may later remember her as a male. B)When shown a picture of a male firefighter, children may later remember him as a female. C)When shown a picture of a female cooking, children may later remember her as a male. D)When shown a picture of a male nurse, children may later remember him as a doctor.

Q: Gender-schematic thinking is so powerful that when children see others behaving in "gender inconsistent" ways, A)they reject the individuals and exhibit aggression when confronted by the individuals. B)they question their gender-stereotyped conceptions and become more open-minded. C)they often distort their memory to make it "gender consistent." D)it causes significant distress and endangers their emotional well-being.

Q: When Francine sees a dump truck in the sandbox, she wonders, "Do I like this toy?" She then decides to play with the truck. Francine A)is a gender-schematic child. B)is using her gender-salience filter. C)is a gender-aschematic child. D)has well-developed gender schemas.

Q: If Opal is a gender-schematic child, she A)seldom views the world in gender-linked terms. B)applies a gender-salience filter to her experiences. C)will play with "gender-inappropriate" toys. D)will play with a toy she likes, whether or not girls typically play with it.

Q: According to the cognitive-developmental theory, A)children's gendered behavior comes before self-perceptions. B)preschoolers acquire gender constancy and use it to guide their behavior. C)preschoolers first acquire gender-typed responses through modeling. D)children organize behaviors into gender-linked ideas about themselves.

Q: Androgynous children and adults A)are less adaptable than those with traditional gender identities. B)score low on both "masculine" and "feminine" personality characteristics. C)are less able to show "feminine" sensitivity than "masculine" individuals. D)have higher self-esteem than "feminine" individuals.

Q: Eight-year-old Ayanna is asked to rate herself on personality traits. Ayanna rates herself as ambitious, competitive, cheerful, and soft-spoken. Ayanna has a(n) __________ gender identity. A)"feminine" B)"masculine" C)androgynous D)stereotypical

Q: Which of the following statements about gender-role learning in gender-segregated peer groups is true? A)Boys are especially intolerant of "cross-gender" play in other boys. B)Preschoolers are rarely criticized for engaging in "cross-gender" activities. C)Preschoolers play in mixed-gender groups more than they play in same-sex groups. D)To get their way, girls often rely on commands, threats, and physical force.

Q: Children's same-sex peer associations A)increase their tolerance for gender-inappropriate activities. B)serve to reduce the gender stereotypes coming from parents. C)make the peer context an especially potent source of gender-role learning. D)increase their opportunities to engage in "cross-gender" activities.

Q: Research collected from diverse countries on gender typing demonstrates that teachers A)tend to negotiate with boys who misbehave, coming up with a joint plan to improve behavior. B)use more disapproval and controlling discipline with girls than with boys. C)give more overall attention (both positive and negative) to boys than to girls. D)seem to expect girls to misbehave more often than boys.

Q: While reading a picture book together, 3-year-old Susannah and her mother discuss the book. In response to her mother's question about who can be a pirate, Susannah replies, "Girls cannot be pirates. Only boys." Her mother is most likely to respond by A)explaining to Susannah that both boys and girls can be pirates. B)refraining from labeling gender when it is unnecessary. C)affirming her daughter's assertion and allowing her to gender stereotype. D)substituting gendered references for generic expressions.

Q: Research on gender typing reveals that A)beginning at birth, parents have different expectations of sons than of daughters. B)parents tend to describe achievement and warmth as important for sons. C)parents actively reinforce closeness and independence in boys and dependency in girls. D)fathers are more insistent that girls rather than boys conform to gender roles.

Q: Research on biological influences on gender typing reveals that A)sex differences in play and personality traits only appear in Western cultures. B)aggression and preference for same-sex playmates are widespread among mammalian species. C)preschool girls prefer to play in larger-group play with other girls. D)prenatally administered androgens decrease active play.

Q: Most preschoolers believe that A)women cannot be police officers. B)men can wear kilts. C)women can play roughly. D)men can take care of babies.

Q: In Ms. Nancy's preschool classroom, girls spend more time in the housekeeping, art, and reading corners, while boys gather more often in the areas devoted to blocks, woodworking, and active play. This conformity to these cultural stereotypes is known as gender A)typing. B)identity. C)segregation. D)schema.

Q: Treatment for aggressive children A)works best when implanted after antisocial behavior first appears. B)must begin early, before their antisocial behavior becomes difficult to change. C)places a minimal emphasis on altering parenting behaviors. D)is rarely effective for relationally aggressive girls.

Q: Surveys of U.S. parents indicate that 20 to 30 percent of preschoolers A)are banned from using the family's computers without supervision. B)are incapable of social interaction due to excessive amounts of time spent watching media. C)do not have a television or a computer easily available to them. D)experience no limits on TV or computer use at home.

Q: The V-chip A)violates the First Amendment right to free speech. B)remains optional for new television sets. C)is mandated in all new TV sets sold in the United States. D)serves to make offensive television programs less appealing to children.

Q: High exposure to educational programs in the preschool years is associated with A)a rise in relational aggression. B)greater acceptance of real-life violence. C)decreased parental regulation of children's TV viewing. D)impaired emotional regulation when faced with real-life violence.

Q: Which of the following statements is supported by research on television violence? A)Children's programming is below average in violent content. B)Watching violence on TV does not increase the likelihood of aggressive behavior. C)Older children are more likely than preschoolers and young school-age children to imitate TV violence. D)Time spent watching TV in childhood and adolescence predicts aggressive behavior in adulthood.

Q: The most violent television programs are A)reality programs. B)adult medical dramas. C)children's cartoons. D)adult legal dramas.

Q: In the United States, 57 percent of television programs A)are falsely labeled as educational programming. B)portray punishment being dealt out for aggressive acts. C)completely avoid both verbally and relationally aggressive acts. D)between 6 a.m. and 11 p.m. contain violent scenes.

Q: Which of the following statements about aggression is true? A)Girls display overall rates of aggression that are much higher than boys. B)Highly aggressive children tend to be neglected by peers. C)Children high in proactive aggression often see hostile intent where it does not exist. D)Boys are more likely than girls to be targets of harsh, inconsistent discipline.

Q: Which of the following statements is supported by research on aggression? A)By age 17 months, girls are more physically aggressive than boys. B)In early childhood, verbal aggression gradually replaces physical aggression. C)Girls less often use indirect relational tactics that extend for hours, weeks, or even months D)Parents respond far more negatively to physical fighting in boys than they do in girls.

Q: Although verbal aggression is always __________, __________ aggression can be either direct or indirect. A)indirect; physical B)indirect; relational C)indirect; instrumental D)direct; relational

Q: Emily is chosen as Student of the Day. Annie is angry that she was not selected, and she spreads a mean rumor about Emily. This is an example of __________ aggression. A)physical B)instrumental C)passive D)relational

Q: Which of the following behaviors is an example of verbal aggression? A)social exclusion B)friendship manipulation C)name-calling D)destroying another's property

Q: To sit next to her mother at a restaurant, Diana pushes her little brother Mark out of the way. This is an example of __________ aggression. A)hostile B)physical C)passive D)relational

Q: __________ aggression is used to obtain an object, privilege, space, or social reward. A)Proactive B)Reactive C)Hostile D)Verbal

Q: Which of the following statements about social experience and moral understanding is true? A)Social experiences are not vital to the development of morality. B)Children rarely benefit from adult-child discussions of moral issues. C)Children learn to care about the welfare of others from warm, sensitive parental communication. D)Children who physically assault others tend to have parents who tell stories with moral implications.

Q: Young children's moral reasoning A)tends to be rigid. B)is rarely based on consequences. C)is usually complex. D)rarely centers on physical harm.

Q: Three-year-old Madison is shown two pictures: one depicting a child stealing another child's toy and the other showing a child eating spaghetti with her fingers. Madison is most likely to view A)both actions as equally wrong. B)both actions as okay as long as they were not witnessed by an adult. C)the stealing as more wrong than the bad table manners. D)the bad table manners as more wrong than the stealing.

Q: Preschoolers in diverse cultures distinguish A)friends and leisure activities as separate from matters of personal choice. B)moral violations as less wrong than violations of social conventions. C)between accidental and intentional transgressions. D)moral imperatives from social conventions and matters of personal choice.

Q: The cognitive-developmental perspective regards children as A)passive learners of moral standards. B)active thinkers about social rules. C)blank slates with regard to morality. D)prewired with moral compasses.

Q: The most effective forms of discipline encourage good conduct by A)building a mutually respectful bond with the child. B)warning children that they will be punished if they act immaturely. C)letting children know after the fact how to act. D)combining firm intervention with a temporary withdrawal of affection.

Q: When parents use punishment, they can increase its effectiveness by A)using the same punishment regardless of the transgression. B)permitting the child to act inappropriately at home but scolding him in public. C)being consistent and providing explanations for the punishment. D)withdrawing parental warmth until the behavior has been eradicated.

Q: Sending a child to her room for a few minutes A)is useful when a child is out of control. B)often generates much resentment in children. C)is less effective than punishment in producing the desired behavior. D)is the most effective form of discipline.

Q: Research on punishment shows that spanking is A)associated with a rise in behavior problems regardless of the parents' child-rearing style. B)viewed by most white children as a practice carried out with their best interests in mind. C)associated with a rise in behavior problems if parents are cold and rejecting but not if they are warm and supportive. D)a more effective form of discipline than time out and withdrawal of privileges.

Q: Research on the consequences on punishment reveals that A)most white children may view spanking as a practice carried out with their best interests in mind. B)physical punishment is positively associated with adolescent aggression and antisocial behavior in black children. C)most black children may regard spanking as an act of personal aggression. D)white parents usually consider physical punishment to be wrong.

Q: Which of the following statements about harsh punishment is true? A)About 53 percent of preschoolers experience harsh punishment regularly. B)Children who are punished frequently develop a more conflict-ridden parent-child relationship. C)Individuals whose parents used corporal punishment are less accepting of such discipline. D)Corporal punish is most commonly used in economically advantaged homes.

Q: Frequent punishment promotes A)immediate compliance but not lasting changes in behavior. B)emotional well-being throughout early and middle childhood. C)more efficient emotional-regulation skills. D)strong internalization of moral rules.

Q: Models are most influential in A)adulthood. B)adolescence. C)middle childhood. D)the early years.

Q: Warmth and responsiveness, competence and power, and consistency between assertions and behavior are all A)characteristics of a model that increase a child's willingness to imitate the model's behavior. B)characteristics of emotional development that are necessary for moral behavior to occur. C)important characteristics that are necessary for inductive discipline to be effective. D)characteristics of a prosocial child who has learned empathy-based guilt.

Q: According to social learning theorists, A)morality has a unique course of development. B)reinforcement for good behavior is enough for children to acquire moral responses. C)children learn to behave morally largely through modeling. D)positive reinforcement for a child's character decreases a behavior's frequency.

Q: When Erin takes her brother's book away and makes him cry, Erin's father says, "Your brother is crying because you took his book away. Your behavior disappointed me." Erin's father is using __________ as a means of influencing Erin. A)coercion B)empathy-based guilt C)fear of loss of parental love D)shame

Q: Three-year-old Cassandra has very low anxiety and is rarely uncomfortable with parental disapproval. What advice might you give her parents? A)Cassandra needs to be punished for every transgression. B)Power assertion is the best method to teach Cassandra morality. C)A close parent-child bond motivates children to listen to parents. D)Teaching Cassandra to feel shame will lead to the quickest morality development.

Q: Parents of impulsive children can foster conscience development by A)using requests, suggestions, and explanations. B)combining firm correction of misbehavior with induction. C)using gentle discipline that incorporates frequent rule reminders. D)asserting their power whenever the opportunity presents itself.

Q: Mild, patient tactics are sufficient to prompt conscience development in __________ children. A)all B)fearless C)impulsive D)anxious

Q: Twin studies suggest a(n) __________ genetic contribution to empathy. A)minimal B)modest C)somewhat high D)elevated

Q: Which of the following disciplinary statements is the most likely to promote prosocial behavior? A)"Pushing your sister is not okay." B)"Your sister is crying because you pushed her and she fell down." C)"You should be ashamed of yourself. Good girls do not push." D)"Only bad girls push their sisters."

Q: Conscience formation is promoted by __________ discipline. A)child-directed B)authoritarian C)permissive D)inductive

Q: When practicing induction, warnings, disapproval, and commands are A)strictly forbidden. B)sometimes necessary. C)often inconducive to the inductive message. D)poorly received by the child.

Q: Which of the following statements about inductive discipline is true? A)Induction gives children information about how to behave that they can use in future situations. B)Induction deemphasizes the impact of the child's actions on others. C)Freud endorsed the use of induction after the superego had fully developed. D)Children who consistently experience induction may form an insecure attachment to their caregivers.

Q: The fact that children __________ provides evidence that Freud's account of conscience development is inaccurate. A)whose parents frequently use threats or physical force tend to feel little guilt following transgressions B)whose parents frequently use threats or physical force tend to feel overwhelming guilt when they violate standards C)who feel little guilt frequently have loving and nurturing parents D)who grow up in abusive households tend to violate standards infrequently

Q: Which of the following statements about the psychoanalytic perspective and the development of morality is true? A)Freud believed that young children form a superego by internalizing the other-sex parent's moral standards. B)Most researchers today agree with Freud's view of conscience development. C)In Freud's theory, fear of punishment and loss of parental love motivate moral behavior. D)Freud believed that moral development is largely complete by 10 to 12 years of age.

Q: Most theories agree that A)a child's morality is regulated by inner standards from birth. B)truly moral individuals do the right thing to conform to others' expectations. C)at first, a child's morality is externally controlled by adults. D)conscience does not begin to take shape until age 7.

Q: As children reach age 2, they A)often use language to evaluate their own and others' actions. B)begin to engage in sociodramatic play. C)often describe themselves in terms of typical emotions. D)can correctly judge the causes of many basic emotions.

Q: Which of the following types of parent-child play is most strongly linked to social competence in the child? A)parent-directed play B)mother-son play C)mother-daughter play D)father-daughter play

Q: One of the best ways for Johann's mom to promote peer interaction skills is for her to A)provide opportunities for Johann to play with peers. B)avoid arranging frequent play dates that may overwhelm Johann. C)avoid providing specific suggestions to Johann on how to interact with other children. D)prevent Johann from interacting with children with whom he has conflicts.

Q: Research shows that interventions designed to teach social problem solving A)do not benefit children from lower-SES homes. B)often disrupt existing peer relationships. C)offer children a sense of mastery in the face of stressful life events. D)do not reduce the risk of adjustment difficulties for children from troubled families.

Q: Five- to 7-year-olds tend to rely on __________ when negotiating with peers. A)adult intervention B)persuasion and compromise C)group consensus D)impulse satisfaction

Q: Children who get along well with agemates tend to A)request an explanation when they do not understand a peer's behavior. B)attend selectively to social cues. C)hover around peers' activities. D)barge into play groups without asking.

Q: Nicki Crick and Kenneth Dodge's circular model showing the steps of social problem solving takes a(n) __________ approach. A)Piagetian B)information-processing C)Vygotskian D)ethological

Q: Due to its contribution to later academic performance, readiness for kindergarten must be assessed in terms of not only academic skills but also A)language skills. B)social skills. C)emotional understanding. D)effortful control.

Q: Research on friendships shows that A)preschoolers interact in essentially the same ways with both friends and nonfriends. B)preschoolers give the same amount of reinforcement to nonfriends as to friends. C)most friendships during the preschool years are based on mutual trust. D)children who begin kindergarten with friends in their class adjust to school more favorably.

Q: Research on preschool friendships reveals that A)friendships in early childhood tend to last an average of 4 to 7 years. B)only about one-fourth of young children reciprocally name each other as best friends. C)more than one-third of young children mention the same best friend from one year to the next. D)young preschoolers are more likely than older preschoolers to have other-sex best friends.

Q: Four- to 7-year-olds regard friendship as A)an understanding of thoughts and feelings. B)pleasurable play and sharing of toys. C)based on mutual trust. D)long-term and enduring.

Q: Whicb of the following reticent and passive peers is most likely to be accepted by his or her peers? A)Gabrielle, a Caucasian-American girl B)Katy, a Japanese-American girl C)Andrew, a British boy D)Yi Min, a Chinese boy

Q: Which of the following play behaviors is a cause for concern in a child? A)spending long periods of time in solitary play B)aimless wandering and hovering near peers C)simple, repetitive motor movements without objects D)kneading clay with no intent to make something

Q: Three-year-old Sasha makes a structure out of toy blocks. Sasha is engaging in __________ play. A)make-believe B)parallel C)constructive D)functional

Q: __________ is the most frequent form of play among 3- to 4-year-olds. A)Cooperative play B)Associative play C)Parallel play D)Nonsocial activity

Q: Longitudinal evidence indicates that A)play forms do not emerge in a universally ordered sequence. B)later-appearing play forms do not replace earlier ones. C)children who spend many hours in nonsocial activity are at risk of behavior problems. D)most children achieve either associative or cooperative play, but not both.

Q: In the sandbox, Amelia makes a pie while Franklin pours sand from one container to another. The children talk and pass tools back and forth. They are engaged in A)parallel play. B)cooperative play. C)associative play. D)nonsocial activity.

Q: Twins Jillian and Wesley, 11 months old, play near each other with similar materials. However, they do not try to direct each other's activities. They are engaged in A)parallel play. B)cooperative play. C)associative play. D)nonsocial activity.

Q: Cousins Easton and Jack are both infants. Sometimes Easton watches Jack while he rolls on the floor. However, both babies engage in solitary play. This is known as A)parallel play. B)cooperative play. C)associative play. D)nonsocial activity.

Q: Four-year-old Christopher has authoritarian parents who sometimes physically abuse him. When his friend Joaquin has a bad day and cries, Christopher is most likely to react with A)sympathetic concern. B)anxiety and distress. C)fear and anger. D)strong feelings of empathy.

Q: Angry, punitive parenting A)generally does not affect children who are poor emotion regulators. B)will foster a heightened sense of empathy and sympathy in children. C)disrupts the development of empathy at an early age. D)can be linked to an increase in altruistic behavior through adolescence.

Q: When parents are __________, their children are likely to react with concern to others' distress. A)warm and sensitive B)permissive C)authoritarian D)devoid of emotional expressiveness

Q: __________ plays a role in whether empathy prompts sympathetic, prosocial behavior or a personally distressed, self-focused response. A)Effortful control B)Emotional masking C)Temperament D)Birth order