Exam 2 Studymate Review questions

chapter 8

1. Compared with relationships with adults, relationships with peers are: A) less close B) less free C) less equal * D) more equal 2. Relationships with peers: A) are less likely to involve conflict and shared positive emotions than relationships with adults * B) offer children new opportunities for interpersonal exploration C) inhibit the growth of social competence D) are usually conflict free 3. The term used to describe children of roughly the same age is: A) a clique B) a crowd C) friends * D) peers 4. The term used to describe peers with whom the child has a special relationship: A) a clique B) a crowd * C) friends D) peers 5. During the first 6 months of life babies look at each other and are responsive to each other's behaviors. These behaviors are not truly social because: A) there is no communication * B) there is no recognition of the peer as a social partner C) there is no verbal communication D) the child has not developed a sense of self 6. At what age are interactions with peers characterized by touching and looking at peers and responding to peers crying? * A) 0-6 months B) 6-12 months C) 1-2 years D) 2-3 years 7. At what age are interactions with peers characterized by a stable preference for same-gender playmates and a main friendship goal of coordinated and successful play? A) 2-3 years B) 4-5 years * C) 6-7 years D) 7-9 years 8. Make-believe activity in which objects are used symbolically is called: A) parallel play * B) pretend play C) cooperative play D) associative play 9. Interaction in which young children share toys, materials, and sometimes conversation but are not engaged in a joint project is termed: A) parallel play B) pretend play C) cooperative play * D) associative play 10. Interaction in which young children share goals and work together to achieve them is labeled: A) parallel play B) pretend play * C) cooperative play D) associative play 11. Interaction in which young children are doing the same thing, often side by side, but are not engaged with each other has been described as: * A) parallel play B) pretend play C) cooperative play D) associative play 12. Pretend play: A) is particularly important in the development of academic competence in early childhood * B) permits children to experience the roles and feelings of others C) hinders children's capacity to function as part of a social group D) all of the above 13. At its peak, pretend play involves: * A) highly coordinated fantasies B) slow transitions between multiple roles C) standardized or routine-guided transformations of objects and situations D) all of the above 14. Pretend play is most common in: A) Mexico B) India * C) the U.S. D) Russia 15. The nature of peer interactions from 1 to 12 years includes increases in: A) physical aggression B) egotistic behavior * C) generosity D) both a and b 16. Which of the following is true regarding the importance of peers' gender: A) up to age 7, children are equally likely to choose same-gender or opposite-gender companions for play B) up to age 3 or 4, boys and girls increasingly choose playmates of the same gender and exclude children of the other gender C) there are no exceptions to the gender-exclusivity rule * D) after ages 5 or 6 children choose same gender play partners 17. Compared with girls' play, boys' play: A) is less structured B) involves exchange of more information * C) is less intimate D) usually involves one other person 18. In mixed-gender groups: A) boys are less competitive than in dyads B) girls are less competitive than in dyads * C) girls become more active and boisterous than in same-gender groups D) girls and boys adopt play styles that are the same as in same gender groups 19. Interactions with peers during adolescence: A) are more infrequent than interactions with adults * B) are under relatively limited adult guidance C) are equally salient across cultures D) always involve members of the opposite gender 20. During interactions with peers during adolescence peers are especially likely to influence: A) adolescents' educational plans B) adolescents' religious beliefs * C) whether the adolescent uses controlled substances D) adolescents' level of volunteer work 21. Which of the following is true regarding peers acting as social models: A) children as young as 2 years old imitate each other B) older children learn about social rules by watching their peers C) peer models can be positive or negative * D) all of the above 22. Children are more likely to imitate peers who are: A) same-age B) of equal status * C) more prestigious D) opposite gender 23. The term used to describe peers actively reinforcing each others' behavior through rewards and punishments is: A) social comparison B) modeling C) homophily * D) peer pressure 24. The process by which people evaluate their own abilities, values, and other qualities by comparing themselves with others, usually their peers is: * A) social comparison B) modeling C) homophily D) peer pressure 25. The importance of cultural contexts in peer behaviors is exemplified by the finding that: A) regardless of age, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them * B) for younger children, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them C) for older children, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them D) for girls, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them 26. Youngsters who are liked by many peers and disliked by very few are labeled: A) controversial B) secure C) dominant * D) popular 27. Youngsters who have some friends but who are not as well liked as popular children are labeled: A) controversial B) secure C) dominant * D) average 28. Youngsters who are often socially isolated and, although they are not necessarily disliked, have few friends are labeled: A) controversial * B) neglected C) rejected D) average 29. Youngsters who are liked by many peers but also disliked by many are labeled: * A) controversial B) neglected C) rejected D) bullies 30. Youngsters who are disliked by many peers and liked by few are labeled: A) controversial B) neglected * C) rejected D) none of the above 31. A procedure for determining a child's status within his or her peer group in which each child in the group either nominates others whom she or he likes best and least or rates each child in the group for desirability as a companion is termed: A) social comparison * B) sociometric technique C) perceived popularity D) dominance hierarchy 32. Youngsters who are not accepted by their peers because of their low level of self-control and high level of aggression are labeled: A) controversial B) neglected C) nonaggressive-rejected * D) aggressive-rejected 33. Youngsters who are excluded by their peers and who tend to be anxious, withdrawn, and socially unskilled are labeled: A) controversial B) neglected * C) nonaggressive-rejected D) aggressive-rejected 34. When asked to decide how to solve a social dilemma involving anther child in a video, youngsters who were rated as less socially competent by their teachers were observed to: A) generate too many competent responses to choose from B) choose appropriate responses but not execute them C) be good at noticing and interpreting cues correctly * D) none of the above 35. Which of the following accurately describes the association between deficits in social understanding and actual peer rejection? A) deficits in social understanding do not predict peer rejection B) peer rejection does not predict deficits in social understanding C) there is no association between deficits in social understanding and actual peer rejection * D) deficits in social understanding predict children's level of social rejection 36. A strength of the step-by-step social information processing approach is the following: A) children do not always respond reflexively and methodically B) children make many social decisions outside of conscious awareness * C) the model accounts for behavior in new or ambiguous situations D) the model is useful for assessing children with difficult temperaments 37. A weakness of the step-by-step social information processing approach is the following: A) the model does not apply to children who are temperamentally more reflective and rational * B) children sometimes make social decisions without conscious awareness C) the model is not useful for describing children's behavior in new or ambiguous situations D) assessing the steps involved in the approach is difficult 38. Acceptance by peers is more likely when: * A) the child is more physically attractive B) the child has a unique name or clothing that sets him or her apart and therefore focuses positive peer attention C) the child pursues low-cost indirect social goals D) the child suffers from a physical or mental handicap, because classmates feel sympathetic 39. Peer rejection is worse when the school-age child: A) is rejected by a casual acquaintance as opposed to a close friend or family member B) approaches social situations as an opportunity to learn things instead of an evaluation of his or her 'okayness' * C) lacks social support D) is rejected by children of the opposite gender 40. Studies of the neurological bases of social pain find that in terms of fMRI patterns: A) social pain activates the area that is linked to the uncomfortable feeling of physical pain B) social pain activates the area that is linked to regulating feelings of physical pain C) reactions to being rejected in a virtual environment are similar to reactions to social rejection in the real world * D) all of the above 41. Studies of rejection and loneliness suggest that: A) aggressive-rejected children typically feel lonelier than nonaggressive-rejected children * B) rejected children who have at least one friend are less lonely than those who are totally friendless C) rejection is not associated with other outcomes beyond loneliness D) loneliness is reduced only if the rejected child has two or more friends 42. A relationship of shared dislike between two people is termed: A) dominance hierarchy B) social antagonism * C) mutual antipathy D) dyadic antagonism 43. Research on mutual antipathies finds that: A) girls are more likely than boys to have mutual dislikes with same-gender peers * B) boys who have same-gender mutual antipathies at age 10 are more likely to have problems with substance addiction and delinquency C) boys who have same-gender mutual antipathies at age 10 are more likely to have lower achievement D) mutual antipathies have no long term consequences for children's adjustment 44. The tendency to interpret peers' behavior on the basis of past encounters and feelings is called: A) social comparison B) social antagonism C) negative gossip * D) reputational bias 45. Which of the following is accurate regarding peer status stability? A) the child's reputation does not contribute to stability in peer status B) the child's behaviors do not contribute to stability in peer status C) the child's characteristics do not contribute to stability in peer status * D) rejected children have the most stable peer status across time 46. Which of the following is not a way in which parents help children develop better peer relationships? A) parents are teachers B) parents are coaches * C) parents are replacements D) parents are social arrangers 47. Parents indirectly contribute to children's peer relationships through: A) their warmth and acceptance B) their negative and controlling behavior C) the quality of attachment with the child * D) all of the above 48. Specific social skills that children learn through interactions with their parents include: A) displaying emotions * B) making accurate judgments about peoples' intentions and behaviors C) gaining an understanding of social networks D) the best ways to compete with other children 49. Which of the following is not accurate regarding parents' contribution to children's social understanding: A) the ability to encode and decode emotional signals is acquired to some extent in the context of parent-child play * B) only mothers make a clear contribution to their children's social understanding C) parent responsiveness and warmth predict children's attentional abilities and, in turn, higher peer competence D) parents teach their children working models of social relationships 50. Children are thought to transfer the strategies they acquire in the family to their interactions with peers via: A) internal mental representations B) working models C) scripts or cognitive maps * D) all of the above 51. Parents who coach their children are particularly effective when: * A) parents themselves are socially skilled B) parents do not appeal to prepared scripts C) parents are physically present during the interaction with peers D) parents are in happy marriages 52. If you hoped to establish good relations with a new peer group, the wisest strategy might be: A) to avoid others' bids for attention at first, thus playing somewhat "hard to get" B) to immediately introduce yourself to these peers and win acceptance by noting your previous accomplishments * C) to observe the aggregation, understand its activities, and slowly work your way into the group D) to gain status immediately by challenging the group leader to prove his/her worth to you 53. When coaching their children, mothers of children with high peer status: * A) suggest positive social strategies B) suggest fewer rule-oriented strategies C) suggest avoidance strategies(e.g., ignore peers' unfriendly behavior) D) suggest assertive, dominant strategies 54. When coaching their children during a game with peers, mothers of children with low peer status often: A) take control of the game B) disrupt the child's play C) avoid supervising the group * D) all of the above 55. Which of the following statements regarding neighborhood characteristics and peer relations is not accurate: A) parents help children by selecting housing where there are suitable playmates * B) parents help children by selecting housing where there is less poverty C) parents help children by selecting housing where there are good play facilities D) parents help children by selecting housing where there is less violence 56. When parents arrange social activities for very young children: A) children end up with a smaller group of playmates B) children are less capable of making friends themselves * C) children are better liked by their peers D) children resent their parent's intrusion in their social lives 57. Which of the following is accurate regarding parent monitoring of children's activities? A) monitoring is solely the parents' responsibility B) monitoring becomes less important in adolescence C) parents are less likely to know about their children's activities if the children are sociable * D) successful monitoring requires parents to be realistic about their children's ability to take responsibility and regulate their impulses 58. Which of the following is accurate regarding peer rejection of abused children? A) parental abuse is equally detrimental to peer acceptance regardless of severity or duration B) parent abuse affects children's capacity to form friendships but not their capacity to maintain friendships * C) abused children have difficulty especially if the abuse occurred during the preschool years D) abused children are rejected because of their superior emotion recognition skills 59. Interventions designed to help children who are lonely have focused on communication with peers including: * A) asking questions in a positive tone B) waiting for peers to offer suggestions C) replacing general statements of support with focused expressions of the child's goals D) hovering at the edge of a social group they wish to join 60. Interventions in which children are assigned to either a learning goal condition or a performance goal condition suggest that: * A) the children given the learning goal are more persistent and successful because of higher social self-efficacy B) the children given the learning goal are more persistent and successful because of higher peer acceptance C) the children given the performance goal are more persistent and successful because of higher social self-efficacy D) the children given the performance goal are more persistent and successful because of higher peer acceptance 61. Rejected children can be helped to increase their social competence by: A) repeated exposure to global, generalized messages about social skills B) learning to seek support and validation for their own ideas * C) playing games and sports D) hanging around other rejected children 62. Researchers trying to improve children's social acceptance: A) do not focus on the accompanying deficits in attention, self-regulation, and academics because these decrease the effectiveness of their interventions B) do not focus on the accompanying deficits in attention, self-regulation, and academics because these may enhance the effectiveness of their interventions, but make it difficult to identify the actual mechanism of change C) focus on the accompanying deficits in attention, self-regulation, and academics because these are easier to improve than social acceptance * D) focus on the accompanying deficits in attention, self-regulation, and academics because these enhance the effectiveness of their interventions 63. Unpopular children can improve their social skills and experience peer acceptance by: A) limiting their interactions to same-age peers B) limiting their interactions to same-sex peers * C) transitioning from elementary school to middle school D) limiting their interactions to older peers 64. The tendency of individuals to associate and bond with others who are similar to them is described as: A) a clique B) a gang C) social comparison * D) homophily 65. Children who are more successful at forming friendships have more advanced: A) perspective-taking ability B) understanding of other people's intentions and emotions C) regulation of their own emotional states * D) all of the above 66. Which of the following is true regarding preschool children's friendships? A) children's behavior towards friends and non-friends is actually quite similar B) children direct more social overtures towards non-friends in an effort to establish new friendships C) children understand that friends will keep playing even if disagreements arise and consequently tend to cooperate more with non-friends * D) as many as one-quarter of children do not form friendships 67. Adverse or detrimental information shared about another child with a peer: A) dominance hierarchy B) mutual antipathy * C) negative gossip D) reputational antipathy 68. The honest sharing of information of a very personal nature, often with a focus on problem-solving, is a central means by which adolescents and others develop friendships. This is called: A) self-exploration * B) self-disclosure C) facilitative gossip D) verbal intimacy 69. The correct developmental sequence in the stages of expectations of friends is: A) normative, reward-cost, empathic B) empathic, reward-cost, normative * C) reward-cost, normative, empathic D) empathic, normative, reward-cost 70. The stage of friendship expectations characterized by an expectation of similar values and attitudes towards rules and sanctions(but not necessarily a wider range of topics) is: A) normative B) empathic C) facilitative * D) reward-cost 71. The peer relationships formed by the Jewish children at Bulldog Banks during World War II showed that: A) children without friends suffer serious developmental problems that are not easily reversed B) although children without friends suffer serious developmental problems, these are easily reversed by acquiring friends C) children's friendships can provide fun and games in a stressful environment * D) children's friendships can provide comfort and care 72. The friendship patterns represented by children who engaged in playful teasing at summer camp were: A) friendless and declining B) static and growing * C) rotating and declining D) friendless and growing 73. Gender differences in friendship behaviors include: A) boys' same-gender friendships are more fragile than girls B) unlike girls, boys tend to form their friendships in isolation from the larger group * C) in girls' friendships there is more conversation about personal problems and negative feelings D) girls prefer to interact with a large group of friends rather than friendship dyads 74. The cluster of peer acquaintances who are familiar with and interact with one another at different times for common play or task-oriented purposes is labeled: A) social system B) crowd C) clique * D) peer group network 75. An ordering of individuals in a group from most to least dominant is referred to as a/an: A) ordered social ladder * B) dominance hierarchy C) social influence structure D) peer group network 76. A peer group formed on the basis of friendship is called a: A) social system B) crowd * C) clique D) peer group network 77. A collection of people whom others have stereotyped on the basis of their perceived shared attitudes or activities is called a: A) social system * B) crowd C) clique D) peer group network 78. A group of adolescents or adults who form an allegiance for a common purpose: A) social system B) combination C) clique * D) gang 79. Children who end up in gangs in adolescence or adulthood are more likely to: A) have neglectful parents B) come from dysfunctional families C) live in communities surrounded by drugs and crime * D) all of the above 80. In research by Eccles and her colleagues, 10th graders who identified themselves as _________ were found to have the most financial success when assessed again at age 24: A) basket-cases B) brains C) princesses * D) jocks

chapter 6

1. Awareness that the self is different from other people is referred to as: * A) sense of self B) collective self C) relational self D) identity 2. The best term to describe the aspects of the self that make a person unique is: A) the relational self B) the collective self * C) the individual self D) identity 3. The best term to describe aspects of the self that involve connections to other people is: * A) the relational self B) the collective self C) the individual self D) identity 4. A person's concept of self within a group is referred to as: A) the relational self * B) the collective self C) the individual self D) identity 5. A child who is placed in front of a mirror and is then turned around, given a sticker on the nose, and then redirected to the mirror will respond by giggling, showing embarrassment, or acting silly if they are: A) 6 months old B) 9 months old C) 12 months old * D) 24 months old 6. Children have trouble representing and remembering past self-images until they are about: A) 3 years old * B) 4 years old C) 5 years old D) 6 years old 7. Children's views and descriptions of themselves become ____ specific, ____ detailed, and ____ psychological as they grow up: A) less, less, more B) more, less, more C) less, less, less * D) more, more, more 8. Children describe themselves in terms of their abilities, interpersonal attributes, and successes in different social areas at: A) 3-4 years old B) 5-7 years old * C) 8-10 years old D) 11 years and older 9. Children describe themselves in terms of their competencies, "I am good at running, jumping, and school work" at: A) 3-4 years old * B) 5-7 years old C) 8-10 years old D) 11 years and older 10. Children begin to describe themselves in terms of their personality traits and social relationships in: * A) early adolescence B) middle adolescence C) late adolescence D) none of the above 11. Children think about future and possible selves in: A) early adolescence B) middle adolescence * C) late adolescence D) early adulthood 12. Compared with the personal stories told by Chinese children, in their personal stories American children: A) describe themselves in more neutral terms B) refer more to interpersonal relations * C) refer to their preferences D) refer to their social group 13. Comparing the personal stories of Chinese children with those of American children, researchers found that Chinese mothers used the story telling opportunity to remind their child of: A) his or her place in the social hierarchy B) the need to follow the rules C) the importance of social connectedness * D) all of the above 14. Children with autism: A) show precocious self-recognition B) show excessive emotional response when they do successfully self-recognize * C) show similar neurological responses to their own face, a familiar face, and an unfamiliar face D) are similar to normal children in self recognition 15. The evaluative component of self that taps how positively or negatively people view themselves in relation to others is referred to as: A) stereotype consciousness B) relational self C) the sense of self * D) self esteem 16. Boosting children's self-esteem by therapeutic interventions or school programs is likely to lead to: A) more prosocial behavior B) less internalizing behavior C) both a and b * D) neither a nor b 17. Domains of self-perceptions assessed by the Harter scale include: A) physical appearance B) behavioral conduct * C) both a and b D) neither a nor b 18. High self-esteem helps prevent children from: A) smoking B) engaging in early sex C) failing in school * D) none of the above 19. Preschool children's self-appraisals: A) often reflect what children want to be instead of who they are B) are not very accurate or realistic C) relate moderately well to their teachers' assessments * D) all of the above 20. Self-appraisals become more accurate with age as a result of: A) development B) social feedback * C) both a and b D) neither a nor b 21. The association between children's self-perceptions in a domain and their investment in that domain is as follows: A) children's self-perceptions in a domain predict their investment B) children's investment in a domain predicts their self-perceptions * C) both a and b D) neither a nor b 22. The research on gender differences in self-esteem is best described as showing that: * A) girls have lower global self-esteem than boys in middle childhood and this continues into adolescence B) girls have lower global self-esteem than boys in middle childhood but this difference disappears by adolescence C) girls have lower global self-esteem than boys in middle childhood but boys have lower global self-esteem by adolescence D) girls have higher global self-esteem than boys in middle childhood and this continues into adolescence 23. The finding that boys have higher global self-esteem than girls is found: A) only in middle childhood B) only in North American samples C) only in late adolescence * D) none of the above 24. Greta and John are both teachers. Both feel that they work hard at teaching and are perceived by their students as demanding. However, Greta feels good about her ability to reach students whereas John does not. With regard to teaching, it might be said that Greta and John have: A) different self-concepts and different levels of self-esteem * B) similar self-concepts and different levels of self-esteem C) similar self-concepts and similar levels of self-esteem D) different self-concepts and similar levels of self-esteem 25. Global self-esteem is higher among children whose parents are: A) psychologically controlling B) manipulative C) intrusive * D) none of the above 26. Global self-esteem is higher among children whose parents: A) set clear and consistent rules B) are involved with their children C) considered the child's views in family decisions * D) all of the above 27. Peers are especially important for promoting adolescents' self-perceptions in the domains of: A) physical appearance, social acceptance, and behavioral conduct B) physical appearance, social acceptance, and scholastic ability * C) physical appearance, social acceptance, and athletic competence D) scholastic ability, social acceptance, and athletic competence 28. The research on peers and self-esteem is best described as showing that: A) children's self-esteem becomes increasingly influenced by their peers as the children grow older B) support from peers in public domains is more important than support in private domains C) feedback from anonymous peer strangers can affect a child's self-esteem * D) all of the above 29. Mentoring programs that researchers have evaluated apparently increase children's self-esteem by: A) increasing children's acceptance by peers * B) improving children's relationships with parents C) increasing children's social skills D) teaching children to take risks 30. Praising children for their talent and intelligence helps them to: A) excel at school when faced with challenges B) seek out new tasks where there is a chance of failure C) increase their sense of mastery * D) none of the above 31. Effective praise that will promote children's self-esteem is: A) focused on the child's efforts, not the child's performance B) based on things the child can change(e.g., strategies and progress) rather than things the child cannot change(e.g., intelligence and attractiveness) C) specific and sincere, not global or exaggerated * D) all of the above 32. The definition of oneself as a discrete, separate entity is: A) the individual self B) the relational self * C) identity D) self-esteem 33. When a person has experienced neither an identity crisis nor an identity commitment, this is referred to as: * A) identity diffusion B) identity foreclosure C) identity moratorium D) identity achievement 34. When a person has experienced both an identity crisis and an identity commitment this is referred to as: A) identity diffusion B) identity foreclosure C) identity moratorium * D) identity achievement 35. When a person is actively involved in exploration of different identities but has not yet made an identity commitment this is referred to as: A) identity diffusion B) identity foreclosure * C) identity moratorium D) identity achievement 36. Children who have reached identity achievement: A) are relatively more authoritarian and inflexible B) can show relatively higher levels of externalizing and internalizing behaviors * C) are relatively more able to develop close intimate relationships D) are relatively anxious and ambivalent, with strained relationships 37. Children who have reached identity moratorium: A) are relatively more authoritarian and inflexible B) can show relatively higher levels of externalizing and internalizing behaviors C) are relatively more able to develop close intimate relationships * D) are relatively anxious and ambivalent, with strained relationships 38. Which of the following is true regarding identity in adolescence: A) the number of adolescents who have diffused identities or are in moratorium stays the same * B) more than half remain in the same identity level from early to late adolescence C) all adolescents change their identity level D) boys change but girls remain at the same identity level 39. The largest shifts towards a stable identity take place: A) before high school B) during high school * C) during the college years D) after the college years 40. Factors that influence adolescents' identity development include: A) biological changes in puberty B) changes in cognitive functioning C) increased social interaction skills * D) both a and b 41. Early precursors of ethnic identity include the following phenomena: A) babies look longer at faces of their own race than faces of other races B) preschool children prefer to play with children from their own group C) minority group children reach this awareness earlier than other children * D) all of the above 42. Which of the following is true of ethnic identity among African Americans and Latinos during adolescence: A) they become less proud of their ethnic group because of increasing discrimination B) they become less proud of their ethnic group because of increasing media-based stereotypes * C) they become more proud of their ethnic group D) their level of group pride is set in childhood and does not change in adolescence 43. Active exploration of ethnic identity occurs among half of all African American children by: * A) 10th grade B) 11th grade C) 12th grade D) the first year of college 44. Which of the following is true regarding ethnic identity? A) if minority youth identify too strongly with the dominant culture they are often criticized by their ethnic peers for being 'too white' B) students with anti-white attitudes have lower achievement and self-esteem * C) both a and b D) neither a nor b 45. When a Mexican American adolescent identifies solely with the culture of origin he or she could be classified as: A) marginally oriented B) bicultural C) European American-oriented * D) Mexican-oriented 46. When a Mexican American adolescent identifies strongly with the culture of origin and the host culture he or she could be classified as: A) marginally oriented * B) bicultural C) European American-oriented D) Mexican-oriented 47. Which of the following is true regarding ethnic-based associations during adolescence: A) adolescents who have more contact with members of other ethnic groups tend to develop more mature ethnic identities B) most students tend not to know classmates in other groups well because they see these students more as members of a group than as individuals * C) both a and b D) neither a nor b 48. A mental representation of an event or situation of daily life including the order in which things are expected to happen and how one should behave in that event or situation: A) theory of mind B) identity * C) behavioral script D) collective self 49. Children's understanding that people have mental states such as thoughts, beliefs, and desires that affect their behavior is termed: * A) theory of mind B) identity C) behavioral script D) collective self 50. Children's understanding that people's actions are intentional and goal directed begins to emerge at: A) 6 months * B) 12 months C) 18 months D) 24 months 51. Children's early understanding of intentions and norms typically proceeds in this order: * A) intentionality of others, joint attention, social norms, social scripts B) social norms, social scripts, intentionality of others, joint attention C) social norms, joint attention, social scripts, intentionality of others D) intentionality of others, social norms, joint attention, social scripts 52. Children's understanding of social scripts: A) conserves children's social energy B) ensures social predictability C) facilitates peer interactions * D) all of the above 53. Children show consistent success at verbally-based "false belief" storytelling tests designed to assess the child's theory of mind by: A) 2 years B) 3 years * C) 4-5 years D) "false belief" storytelling tasks are not designed to test theory of mind 54. Autistic children show a ______ success rate with the "false belief" story telling tests compared with normal children, who show a ______success rate: A) high, low * B) low, high C) the two groups of children show similar success rates on these tests D) moderate, low 55. Theory of mind has been linked with which area of the brain: A) occipital lobe B) amygdala C) hippocampus * D) prefrontal cortex 56. During ______ children are trait theorists who believe that psychological characteristics are fixed and stable across time and situation: A) infancy B) early childhood * C) middle childhood D) adolescence 57. During ______ children are behaviorists who focus on observable characteristics and behaviors and environmental circumstances: * A) early childhood B) middle childhood C) late childhood D) adolescence 58. The ______ perspective is characterized by children seeing networks of perspectives: A) egocentric B) differentiated C) reciprocal * D) societal 59. The ______ perspective is characterized by children realizing they may either have the same or a different perspective from another person: A) egocentric * B) differentiated C) reciprocal D) mutual 60. The ______ perspective is characterized by children's being able to describe their own perspective, a peer's perspective, and their shared perspective: A) egocentric * B) mutual C) reciprocal D) societal 61. Children who have higher levels of social understanding also have higher levels of: A) prosocial behavior B) intelligence * C) both a and b D) aggressive behavior 62. Children's theory of mind is more advanced when parents: A) avoid talking about mental states with their children * B) tend to talk to their infants as separate psychological entities C) focus largely on their children's physical needs D) arrange for children to have lots of play dates 63. Children's theory of mind is more advanced when parents: * A) include explanations of the causes and effects of mental states B) take conversations with the child as an opportunity to direct the child rather than connect with them C) give children freedom to develop understanding of others by themselves D) play a lot with their children 64. Children's understanding of other's thoughts and traits is particularly facilitated by interactions with siblings and friends including: A) dispute resolution B) pretend play * C) both a and b D) parallel play 65. Children's understanding of others' thoughts and traits is particularly facilitated by interactions with siblings and friends including: * A) discussions of shared concerns, interests, and goals B) avoidance of discrepancies between their own desires and the desires of the peer C) handling disagreements with peers without parental mediation D) all of the above 66. A general label applied to individuals based solely on their membership in a racial, ethnic, or religious group is: A) prejudice B) theory of mind C) script * D) stereotype 67. The knowledge that other people have beliefs based on stereotypes is: A) prejudice B) theory of mind * C) stereotype consciousness D) stereotype 68. A set of attitudes by which an individual defines all members of a group negatively: * A) prejudice B) theory of mind C) stereotype consciousness D) stereotype 69. Prejudice can be reduced by: A) reducing the amount of contact between members of groups who are prejudiced against each other * B) reducing competitiveness between groups C) highlighting group membership instead of individual characteristics D) increasing stereotyped thinking 70. The smallest sound units that affect meaning in a language: A) syntax B) pragmatics * C) phonemes D) semantics 71. The meanings of words and word combinations: A) syntax B) pragmatics C) phonemes * D) semantics 72. The part of grammar that prescribes how words combine into phrases, clauses, and sentences: * A) syntax B) pragmatics C) phonemes D) semantics 73. A set of rules that specify appropriate language for particular social contexts: A) syntax * B) pragmatics C) phonemes D) semantics 74. A very young infant's production of vowel-like sounds: A) syntax B) babbling C) holophrase * D) cooing 75. An infant's production of strings of consonant-vowel sounds: A) syntax * B) babbling C) holophrase D) cooing 76. A single word that appears to represent a complete thought: A) telegraphic speech * B) holophrase C) babbling D) syntax 77. Two-word or three-word utterances that include only the words essential to convey the speaker's intent: * A) telegraphic speech B) holophrase C) babbling D) syntax 78. Rules of pragmatics include the following: A) engage the attention of the listener before speaking B) be sensitive to the listener's feedback C) adjust speech to be appropriate for different listeners * D) all of the above 79. Most fundamental forms of grammar are acquired by the time children are: A) 3 years old B) 4 years old * C) 5 years old D) none of the above 80. A child who is asked to bring over the refrigerator will understand that the request is problematic and request clarification as early as: * A) 3 years old B) 4 years old C) 5 years old D) 5 years old 81. Religious identity is: * A) particularly strong among Latina girls B) particularly strong among white boys C) particularly strong among Latino boys D) particularly strong among majority children compared to children in ethnic minorities

chapter 7

1. Gatekeeping is most likely to result in which pattern of coparenting? A) cooperative B) hostile C) reciprocal * D) unbalanced 2. Interactions with siblings: A) are more common than interactions with parents or anyone else B) may be more emotionally intense than exchanges with other family members and friends * C) both a and b D) neither a nor b 3. Compared with later-born children, firstborn children: A) are less likely to be treated for psychological problems * B) are more adult-oriented C) have less self-confidence D) are less self-controlled 4. The changes precipitated by the birth of sibling: * A) are largely determined by the parents B) include increased parental interactions with the first-born child C) include mothers' reducing their coercive parenting strategies D) are minimized if the second pregnancy is unplanned or unwanted 5. Any tendency toward sibling rivalry precipitated in the first born child by the birth of sibling can be attenuated if: A) the mother maintains her responsiveness to the firstborn B) the father becomes more involved with the firstborn C) the firstborn has close friendships * D) all of the above 6. Which of the following is true regarding parents treating their children differently? A) if children perceive themselves to be treated the same as their siblings, their grades frequently suffer B) the more adolescents feel their treatment by their parents is unfavorable compared with the treatment of their siblings, the less positive they feel about their parents * C) most children see their parents' differential treatment as reasonable D) all of the above 7. Which of the following is true? A) older siblings rarely act as caregivers B) older siblings who act as caregivers lack efficiency and skill * C) older siblings can serve as social support when younger siblings lack friends D) all of the above 8. Compared with younger siblings, older siblings show more: A) nurturing behavior B) scaffolding C) antagonistic behavior * D) all of the above 9. Older siblings can act as: A) positive role models B) deviant role models C) gatekeepers * D) all of the above 10. Who is more important—siblings or friends? A) when relationships with siblings are poor, children have behavior problems regardless of their relationships with friends B) when relationships with friends are poor, children have behavior problems regardless of their relationships with siblings * C) only when relationships with both siblings and friends are poor do children have behavior problems D) none of the above 11. How do sibling relationships change as children get older? A) siblings share fewer interests B) sibling rivalry increases C) siblings become less alike * D) none of the above 12. Day-to-day activities at home, such as making dinner or washing the dishes, are labeled: A) family rituals B) family socialization * C) family routines D) all of the above 13. Family activities involving formal religious observances and family celebrations are called * A) family rituals B) family socialization C) family routines D) all of the above 14. Mothers who tell stories about their childhood emphasizing themes of closeness, nurturance, and play: * A) engage in more reciprocal interactions B) are less engaged C) are more intrusive and directive D) none of the above 15. Mothers who tell stories about their childhood emphasizing themes of achievement or rejection by family members: A) engage in more nurturing behavior B) engage in more reciprocal interactions * C) are more intrusive and directive D) none of the above 16. During which developmental period is it productive to have the television on during mealtimes: A) 2-5 years B) 6-11 years C) 0-1 years * D) none of the above 17. Harsh discipline is more common among: * A) lower income families B) families in less traditional cultures C) more educated families D) all of the above 18. When parents and their children live together in one residence, this arrangement is described as: A) extended family B) joint physical custody C) sole custody * D) nuclear family 19. A unit of people that includes relatives such as grandparents, aunts, uncles, nieces, and nephews is labeled * A) extended family B) joint physical custody C) sole custody D) nuclear family 20. On average, European American parents are more authoritative and less authoritarian than: A) Latino parents B) Asian parents C) African American parents * D) all of the above 21. __________ parents focus their socialization on placing family needs before individual desires: A) Latino B) Asian C) Middle Eastern * D) both a and b 22. Significant differences emerge across cultures in the association between parenting behavior and child outcomes with regard to: A) responsive and affectionate parenting B) hostile, rejecting parenting * C) physical punishment D) all of the above 23. U.S. families today are different from those 40 years ago in that: A) more mothers work outside the home B) couples wait until they are older to marry and have their first child C) more marriages end in divorce * D) all of the above 24. The existing research on the relation between maternal employment and child adjustment suggests that: A) maternal employment is associated with better child adjustment B) maternal employment is associated with poorer child adjustment * C) the association between maternal employment and child adjustment depends on individual differences among mothers and children D) there is no association between maternal employment and child adjustment 25. Compared with younger mothers, older mothers: * A) enjoy being a parent more B) express less positive affect C) feel less responsible for caretaking D) provide less stimulation 26. Parents who used new reproductive technologies like ICSI or IVF: A) are less eager and committed B) are less warm * C) are more protective D) all of the above 27. Adoptees are less able to overcome their early disadvantages if: A) they are adopted after infancy B) they were exposed prenatally to drugs or alcohol C) they had multiple placements in foster care * D) all of the above 28. Available evidence on children of gay parents suggests that compared with children of heterosexual parents: * A) they show no appreciable differences in terms of emotional or social problems B) they show appreciable differences in terms of gender roles C) they describe their relationships with their parents are less warm and supportive D) all of the above 29. Children in single-mother families: * A) may be less securely attached to their mothers than children in two-parent families B) are better off if the mother never married than if she divorced C) the differences between single-mother families and two-parent families are unrelated to income disparities D) all of the above 30. Divorce is more likely when: A) spouses come from the same cultural background B) spouses have the conviction that divorce is wrong * C) spouses have poor communication skills or mental health problems D) all of the above 31. The most difficult time for families experiencing a divorce is: A) the year immediately preceding the divorce * B) the first year after the divorce C) the second year after the divorce D) five years after the divorce 32. Divorce creates special risks for children in terms of: A) skipping school or being suspended B) teen pregnancy C) clinical levels of distress and depression * D) all of the above 33. Divorce does not seem to affect children if: A) they are pre-kindergarten age B) elementary school age C) adolescents * D) none of the above 34. The effects of divorce on boys and girls can be best described as follows: A) boys are more affected by divorce than girls B) girls are more affected by divorce than boys C) boys and girls are affected equally by divorce * D) boys and girls are equally affected by divorce but perhaps in different ways 35. Divorce does not seem to affect children as much if they: A) are psychologically healthy B) are intelligent C) have an easy temperament * D) all of the above 36. Which of the following is not true about the different ways in which divorce affects boys and girls: A) boys are more likely to externalize distress whereas girls internalize distress B) girls suffer more before the divorce and boys suffer more after the divorce * C) girls and boys are equally affected and differ principally in their willingness to disclose distress D) the reaction to parental divorce is stronger for boys at younger ages and stronger for girls in adolescence 37. Available information suggests that divorce affects children because: A) children grow up in a single-mother household B) children lose the home and lifestyle to which they are accustomed C) children can experience lower-quality parenting * D) all of the above 38. After divorce, children's contact with their nonresident parent: * A) is linked with positive adjustment if the parents can agree on childrearing methods and maintain a cordial relationship B) remains helpful even if the nonresident parent becomes a casual adult pal instead of maintaining the parental role C) remains helpful even if the nonresident father has a history of antisocial acts D) remains helpful especially when the child serves as a go-between for the custodial and nonresidential parents 39. A form of postdivorce child custody in which the child is exclusively with either the mother or the father: A) joint physical custody B) joint legal custody * C) sole custody D) all of the above 40. A form of postdivorce child custody in which parents make decisions together regarding their child's life and also share physical custody so that the child lives with each parent for about half the time is labeled: * A) joint physical custody B) joint legal custody C) sole custody D) all of the above 41. A form of postdivorce child custody in which both parents retain and share responsibility for decisions regarding the child's life, although the child usually resides with one parent is described as: A) joint physical custody * B) joint legal custody C) sole custody D) quasi joint custody 42. The birth of a couple's first child typically: A) precipitates a shift toward more egalitarian division of household tasks B) increases marital satisfaction * C) affects the couple more if they had problems before the child's birth D) all of the above 43. The parents' socialization of their child: * A) increases as children go through the preschool years B) is something parents never give up on or abandon C) is typically done without modeling or reinforcement D) all of the above 44. The best kind of parenting reflects a balance between: A) involvement and noninvolvement B) warmth versus harshness * C) permissive versus restrictive discipline D) all of the above 45. If parents exert too little control: A) they will likely still influence children's immediate behavior B) children may come to view themselves as helpless C) children may avoid contact with the parents * D) children may develop externalizing behavior problems 46. Spanking: A) reduces children's noncompliance B) predicts poor conscience development if it is the predominant disciplinary tactic C) when used in combination with nonphysical discipline (like timeouts and loss of privileges) is more effective than nonphysical discipline alone * D) all of the above 47. A child-rearing style that is harsh, unresponsive, and rigid and relies on power-assertive methods of control is called: A) permissive B) authoritative C) uninvolved * D) authoritarian 48. A child-rearing style that is lax and inconsistent and encourages children to express their impulses freely is labeled: * A) permissive B) authoritative C) uninvolved D) authoritarian 49. A child-rearing style in which parents are warm, responsive, and involved, set reasonable limits, and expect appropriately mature behavior from children is labeled: A) permissive * B) authoritative C) uninvolved D) authoritarian 50. A child-rearing style in which parents are indifferent and neglectful and focus on their own needs rather than those of their children is best described as: A) permissive B) authoritative * C) uninvolved D) authoritarian 51. Children who are energetic and friendly in preschool and competent, prosocial, and accepted by their peers in adolescence have parents who are generally: A) permissive * B) authoritative C) uninvolved D) authoritarian 52. Children who are conflicted and irritable in preschool and lack self-confidence, are unfriendly, and not socially competent in adolescence have parents who are generally: A) permissive B) authoritative C) uninvolved * D) authoritarian 53. Children who are impulsive and aggressive in preschool and uncontrolled, noncompliant, and aggressive in adolescence have parents who are generally: * A) permissive B) authoritative C) uninvolved D) authoritarian 54. Uninvolved or disengaged parents: A) do whatever is necessary to minimize the costs of having a child B) focus on their own needs instead of the needs of their child C) see improvements in their child's behavior and social skills if they increase their involvement * D) all of the above 55. Which of the following statements is accurate regarding parent characteristics and parenting style? A) parents in good marriages are more likely to be either authoritarian or permissive B) parents who are less agreeable in general are more authoritative * C) parents who are good at adapting or changing in response to stressful circumstances are more authoritative D) parents who are better at taking another person's perspective are more authoritarian 56. Which of the following statements is accurate regarding neighborhood quality and parenting style? A) parents who live in dangerous neighborhoods are more likely to be authoritative B) parents who live in dangerous neighborhoods place fewer restrictions on their children's activities * C) parents who move to more affluent and less dangerous neighborhoods use less harsh discipline than parents who remain in poor neighborhoods D) all of the above 57. Which of the following statements is accurate regarding child characteristics and parenting style? A) children with difficult temperaments experience increasingly detached socialization strategies from their parents * B) children with behavior problems provoke increasingly coercive socialization strategies from their parents C) children with fearful temperaments are less accepted by their parents D) all of the above 58. Children with hostile parents: A) become hostile parents themselves B) do not become hostile parents themselves * C) become hostile parents if they are also high on emotional reactivity D) become hostile parents if they are also low on emotional reactivity 59. Fathers: A) are more involved with their children than they were several decades ago B) contribute independently to children's social behavior, independent of the mother's contribution C) are more likely to be involved in play activities than mothers are * D) all of the above 60. The hormonal shifts of pregnancy affect the brain by increasing a mother's: A) capacity for reinforcement and reward B) memory C) spatial learning * D) all of the above 61. The term that best describes how parents work together as a team in a cooperative, hostile, or unbalanced way is: A) joint legal custody B) family system C) routines * D) coparenting 62. Families: A) do not typically vary in their basic structure B) do not typically share memories of the past or expectations for the future * C) are children's earliest and most sustained source of social support D) all of the above 63. The process by which parents and others teach children the standards of behavior, attitudes, skills, and motives deemed appropriate for their society is: * A) socialization B) coparenting C) routines D) all of the above 64. A group of people composed of interdependent members and subsystems: A) nuclear family B) coparenting * C) family system D) extended family 65. Which of the following is an example of a family system? A) spending one night a week together as a family B) having a chore chart * C) child-sibling interactions D) all of the above 66. Children's experiences can be affected by: A) their interactions with their siblings B) the mother's interactions with the father C) their siblings' interactions with their parents * D) all of the above 67. An example of an indirect family influence is: A) spouses affect each other by praising or criticizing B) parents affect their children by hugging or spanking C) children affect their parents by clinging or talking back * D) mothers affect their children by modifying the amount and quality of father-child interactions 68. It is difficult to reverse the negative quality of interactions in dysfunctional families because: A) family systems are independent * B) systems generally resist change C) changing one family subsystem will not affect other subsystems D) all of the above 69. Families who refuse to _______ are likely to become locked into a pattern of interaction that promotes or sustains maladaptive behavior in family members: A) incite emotions B) communicate emotionally * C) solve problems D) all of the above 70. The quality of the couple system can: A) directly facilitate the quality of parenting B) directly hamper the quality of parenting C) indirectly facilitate or hamper the quality of parenting * D) all of the above 71. When parents are mutually supportive: A) they are often less involved with their children * B) they are often more competent in their childrearing practices C) their relationships with their children are less responsive D) all of the above 72. When parents are in conflict and express hostility, belligerence, and contempt: * A) they inflict problems on their children B) their children are unlikely to develop emotionally secure attachments to the parents if the conflict happens in later years C) the children are likely to become aggressive or depressed if the conflict happens in earlier years D) all of the above 73. When parents are in conflict, children are at similar risk regardless of whether or not: A) the parents resolve the conflict B) the disagreement was about the parents or the child C) both a and b * D) neither a nor b 74. When parents are in conflict: * A) harmful effects are reduced if parents disagree constructively B) the child's biological capacity to manage stress remains unimpaired C) children show short-term increases in anxiety, depression, and behavior problems D) all of the above 75. The indirect effect of parental conflict occurs when: A) the child overhears the conflict B) the conflict centers on the child's behavior * C) the conflict affects parents' childrearing practices D) all of the above 76. Research showing that if parents fight children learn aggressive interaction strategies supports the ________ explanation for the association between marital conflict and children's social development: * A) social learning theory B) attachment theory C) ethological theory D) cognitive developmental theory 77. Research showing that children's insecure representations of their parents' relationships were a significant intervening mechanism in the association between parents' conflict and children's emotional difficulties supports the ________ explanation for the association between marital conflict and children's social development: A) social learning theory * B) attachment theory C) ethological theory D) cognitive developmental theory 78. Research showing that if parents resolve their conflicts, children are less likely to have problems because they expect that they, too, will be able to resolve conflicts supports the following theory: A) social learning theory B) attachment theory C) ethological theory * D) cognitive developmental theory 79. The association between parent conflict and child adjustment is best described as: A) unidirectional: parent conflict predicts later child adjustment B) unidirectional: child adjustment predicts later parent conflict * C) reciprocal: parent conflict predicts later child adjustment AND child adjustment predicts later parent conflict D) spurious: the associations between parent conflict and child adjustment are simply due to common genetic risk 80. Interventions implemented to help parents improve their relationship and thereby help their children: A) have not successfully changed actual levels of marital conflict B) have achieved only short-term changes in child adjustment C) are generally conducted without control groups * D) highlight the capacity of interventions to make long-term changes in families with marital conflict

chapter 5

1. Which of the following emotions typically emerges last: A) joy B) fear * C) jealousy D) sadness 2. Which of the following emotions typically emerges first: A) pride * B) sadness C) jealousy D) guilt 3. Primary emotions: A) emerge later in childhood B) require introspection to emerge C) need the child to have sufficient self-reflection * D) do not require a sense of self 4. Which of the following are primary emotions: A) pride, jealousy, fear, anger B) joy, sadness, shame, pride C) anger, joy, fear, guilt * D) sadness, joy, anger, fear 5. Which of the following are secondary emotions: A) pride, jealousy, fear, anger * B) guilt, jealousy, shame, pride C) anger, sadness, fear, guilt D) sadness, pride, anger, fear 6. Secondary emotions: A) emerge in infancy B) do not require introspection to emerge * C) depend on an awareness of others' reactions D) do not require a sense of self 7. Emotional expressions: A) are culture specific B) involve an objective reaction to something in the environment * C) are generally accompanied by physiological arousal D) are evident only in the second half of the first year 8. As children progress through childhood and adolescence: A) their expressions of emotion become more refined B) they can increasingly regulate emotional arousal C) they are more capable of processing the emotional expressions of others * D) all of the above 9. Children have problems managing stress and anxiety when: A) they are reared in environments in which positive emotions are rarely experienced B) they are reared in environments in which negative emotions are often experienced * C) both a and b D) neither a nor b 10. The three theoretical perspectives of emotional development include: A) sociocultural, biological, learning B) evolutionary, sociocultural, biological C) biological, evolutionary, functional * D) functional, biological, learning 11. The biological perspective on emotional development is especially useful for: A) explaining individual differences in emotional expression B) explaining how emotions guide behavior and help people achieve goals * C) explaining the expression of basic emotions D) explaining all aspects of emotional development 12. The learning perspective on emotional development is especially useful for: * A) explaining individual differences in emotional expression B) explaining how emotions guide behavior and help people achieve goals C) explaining the expression of basic emotions D) explaining the development of secondary emotions 13. The functional perspective on emotional development is especially useful for: A) explaining individual differences in emotional expression * B) explaining how emotions guide behavior and help people achieve goals C) explaining the expression of basic emotions D) explaining the neurological basis of emotions 14. According to Charles Darwin's structural view of emotions: A) emotional expressions are learned B) emotional expressions are culture specific * C) emotional expressions are rooted in human evolution D) all of the above 15. All infants begin to smile at 46 weeks post conception regardless of how long they have been exposed to smiling faces. This is evidence that emotions are: * A) innate B) universal C) based in biology D) based on anatomical structures 16. In which of the following cases are the frequency and circumstance of children's expressions of positive or negative emotions modified by the environment: A) when adults respond to a baby's smiles with positive stimulation, the baby's rate of smiling increases B) through classical conditioning, a child who gets a shot at the doctor's office comes to fear the doctor C) whether they were born prematurely or at the normal age of 40 weeks after conception, all infants begin to smile at 46 weeks post conception * D) both a and b 17. Which of the following is not consistent with the functional perspective of emotional development: * A) parents can affect emotional development by rewarding or dismissing emotional displays B) emotions help children achieve their goals C) emotions help children establish and maintain social relationships D) emotions help children adapt to their environments 18. The Maximally Discriminative Facial Movement coding scheme: A) is used for children from 2 years to 8 years * B) is used to code emotions of interest, joy, surprise, and sadness C) is used to help mothers more accurately identify their child's emotions D) is used to describe jealousy and empathy 19. Reflex smiles: A) are seen in newborns B) appear to depend on internal stimulus C) are usually spontaneous * D) all of the above 20. Social smiles: A) are seen in newborns B) appear to depend on internal stimulus C) are usually spontaneous * D) none of the above 21. Reflex smiles are adaptive because: A) they give the caregivers pleasure and consequently encourage them to interact with the baby B) they help keep caregivers nearby and thus aid in both communication and survival * C) both a and b D) neither a nor b 22. Babies smile more at familiar faces than unfamiliar ones at about: A) 1 year B) 9 months C) 6 months * D) 3 months 23. At 3 months of age: A) babies smile more at familiar faces than unfamiliar ones B) smiling ceases to signal simple arousal and begins to signal pleasure C) babies smile more when their mother responds with smiles than they do when a stranger responds with smiles * D) all of the above 24. Duchenne smiles: * A) signal genuine pleasure B) appear to depend on internal stimuli C) are usually spontaneous D) are another name for Pan American smiles 25. Children are more likely to smile if: A) they live in a social arrangement where responsiveness is low B) they are boys * C) they are girls D) they are born into a large family 26. Children are more likely to laugh if presented with: A) auditory stimuli B) tactile stimuli * C) visual and social stimuli D) both a and b 27. College students who smiled Duchenne smiles in their yearbook photos: A) were more likely to be married when contacted years later B) were more likely to be satisfied with their lives when contacted years later C) were more likely to be wealthy years later * D) both a and b 28. Infants will look longer at a stranger than at a familiar person, often with interest, at: * A) 3 months B) 6 months C) 9 months D) 12 months 29. Stranger distress or fear of strangers typically emerges at: A) 3 months B) 6 months * C) 9 months D) 12 months 30. The process of reading emotional cues in others to help determine how to act in an uncertain situation is called: A) using emotional display rules B) following an emotional script C) experiencing empathy * D) social referencing 31. Abused infants are likely to have difficulty: A) reading others' emotions B) recognizing angry emotional signals C) regulating their emotions * D) some of the above 32. Infants are less likely to express stranger distress if: A) they are from the Middle East B) they meet strangers in a lab * C) they are sitting on their mother's lap D) they have low level of control over the situation 33. What is typical social referencing behavior at 14 months? A) the infant acts first then looks at the parent B) infant looks at the parent but does not study his or her face * C) the infant stares intently at the parent's face for emotional cues D) the infant looks away from familiar figures 34. Fear of being apart from a familiar caregiver(usually the mother of father) is called: A) childhood depression B) learned helplessness C) stranger distress * D) separation anxiety 35. What can a stranger approaching an infant do to reduce the likelihood that a child will be fearful: A) keep approaching regardless of the child's reaction B) avoid talking * C) smile at the child D) stand up as tall as they can 36. Research using the visual cliff reveals the following: A) at about 9 months infants become afraid of heights and falling B) this fear begins at the same time regardless of experience moving and falling * C) infants who have experience falling down are more wary of heights D) maternal coaxing makes no difference to whether an infant will cross over the deep side 37. Children explain ______ more in terms of cognitive interpretations as they become older: A) sadness B) joy * C) fear D) anger 38. The precursor of anger present in the first months of an infant's life is: A) distress(e.g., in response to pain) B) disgust(e.g., in response to a bitter taste) C) startle(e.g., in response to a loud noise) * D) all of the above 39. Young infants become sad: A) as a reaction to events like caregiver withdrawal B) as an emotional display to elicit caregivers support * C) both a and b D) when they fail an easy task 40. By the time children are 3 years old, solving a problem that is not particularly difficult elicits ______, but succeeding on a difficult task produces ______: A) joy, sadness B) joy, anxiety * C) joy, pride D) joy, guilt 41. Jealousy between siblings is less prevalent when: A) their parents have a happy marriage B) their relationship with their parents is secure and trusting * C) both a and b D) neither a nor b 42. Children aged 6 and 9 years vary in their expressions of guilt: A) 9-year-olds express more guilt * B) 6-year-olds express guilt even when they have little control over the outcome of the situation C) 9-year-olds express guilt even when they have little control over the outcome of the situation D) 6 year olds express guilt only when their parent is present 43. A shared emotional response that parallels another person's feelings is: A) social referencing * B) empathy C) Duchenne smile D) secondary emotion 44. Which of the following emerges first? A) quasi-egocentric empathic distress B) true empathic distress * C) rudimentary emotional responding D) egocentric empathic distress 45. According to developmental psychologists who study emotions, an emotion consists of: A) a positive or negative feeling B) a physiological response that accompanies a feeling C) a thought that accompanies a feeling * D) all of the above 46. Which of the following is true regarding individual differences in emotional expressiveness: A) biological factors do not play a central role in how intensely children react to emotionally arousing situations B) biological factors determine how well children regulate their reactions * C) individual differences in positive and negative emotionality are related to children's overall adjustment D) all of the above 47. Which of the following is a central aspect of the development of emotional understanding: * A) learning the causes and consequences of emotions B) emotional regulation C) learning to express primary emotions D) learning to express secondary emotions 48. Infants' recognition of joy before anger has functional value because: A) recognition of joy provides rewarding experiences for the infant B) joy strengthens the mother-infant bond through mutually rewarding experiences C) anger recognition is not adaptive in the first year of life because they lack responses to cope with threatening situations * D) all of the above 49. Social referencing refers to: * A) an infant's tendency to interpret ambiguous situations by reading others' emotional reactions to those situations B) an infant's tendency to communicate needs and wants by sending emotional messages to his or her companions C) an infant's tendency to be social shortly after feeding D) all of the above 50. Research on abused children's emotional recognition suggests that: A) they are better at identifying anger expressions than nonabused children B) they are less capable of detecting expressions of sadness than nonabused children C) they are better than normal children at recognizing expressions of surprise * D) both a and b 51. Cross-cultural research on the timetable of emotional recognition suggests that: A) compared with children from the U.S., Japanese preschool children are faster at recognizing negative emotions(e.g., anger) and positive emotions(e.g., joy) B) compared with children from the U.S., Japanese preschool children are faster at recognizing negative emotions(e.g., anger) C) compared with children from the U.S., Japanese preschool children are faster at recognizing positive emotions(e.g., joy) * D) children from different cultures follow a similar timetable for recognizing basic emotions 52. Cross-cultural research on the facial expressions used to convey basic emotions suggests that: A) compared with children from individualistic cultures, children from collectivist cultures use fewer expressions to convey basic emotions B) compared with children from individualistic cultures, children from collectivist cultures use more expressions to convey basic emotions C) compared with children from individualistic cultures, children from collectivist cultures use different expressions to convey basic emotions * D) the facial expressions used to convey basic emotions are similar worldwide 53. Cross-cultural research on expressing and understanding emotions suggests that: A) U.S. and Canadian parents encourage emotional expressiveness more than Asian parents(i.e., those in China, Japan, India, and Nepal) B) Asian parents react positively to emotional suppression whereas U.S. parents reinforce emotional suppression by responding to those displays and helping their children cope with their feelings C) Asian parents talk more about other people's emotions and less about the child's emotions than U.S. parents * D) all of the above 54. An implicit understanding in a culture of how and when an emotion should be expressed is: A) an emotional script B) social referencing * C) an emotional display rule D) emotional intelligence 55. A scheme that enables a child to identify the emotional reaction likely to accompany a particular event: * A) an emotional script B) social referencing C) an emotional display rule D) emotional intelligence 56. Which of the following steps in the progression of learning about emotional scripts happens last: * A) describing situations that elicit relief or disappointment B) describing situations that elicit emotions with no obvious facial or behavioral expressions C) describing situations that lead to emotions with recognizable facial displays or behaviors D) describing situations that evoke emotions like excitement, surprise, and fear 57. Regarding the experience of conflicting emotions, the average 12-year-old: A) can experience conflicting feelings B) can describe situations that elicit same-valence emotions C) can describe situations that elicit opposite-valence emotions * D) all of the above 58. According to research by Paul Harris and his colleagues, the temporal progression in emotional thinking(from earliest to latest) is as follows: A) reflect on a situation from various perspectives, understand emotions are caused by internal states, identify external causes and evidences of emotions B) understand emotions are caused by internal states, identify external causes and evidences of emotions, reflect on a situation from various perspectives * C) identify external causes and evidence of emotions, understand emotions are caused by internal states, reflect on a situation from various perspectives D) identify external causes and evidences of emotions, reflect on a situation from various perspectives, understand emotions are caused by internal states 59. The process of monitoring, managing, and modifying emotional reactions to reduce the intensity and duration of emotional arousal is known as: A) following an emotional script B) expressing a secondary emotion C) knowing emotional display rules * D) emotional regulation 60. Children who have the most difficulty with emotional regulation: A) are high in effortful control B) are temperamentally reactive C) are poor at controlling their attention * D) some of the above but not all of the above 61. Which of the following is true regarding emotional regulation abilities: * A) preschoolers who shift their attention away from a frustrating situation are less aggressive and disruptive when they enter school B) children who know and use display rules effectively end up as less socially competent C) children who know and use display rules effectively are less liked by their peers D) all of the above 62. Which of the following is true according to socioemotional selectivity theory: A) people increasingly view time as infinite B) people place more effort on emotional regulation to diminish both negative and positive experiences * C) people are increasingly selective about their social partners D) people are selective about the types of emotions that they express 63. Compared with younger adults, older adults: A) distort their memories to make them more emotionally gratifying B) experience fewer negative emotions C) are less likely to confront their emotions * D) all of the above 64. Which of the following is not a way in which people socialize children's emotions according to Denham(1998): * A) arrange opportunities for children to practice expressing basic emotions B) provide models of emotional expressiveness C) react to children's emotions in ways that encourage or discourage them D) act as emotional coaches by talking about their own and other people's emotional responses 65. Which of the following is not true regarding how parents socialize children's emotions? A) children are similar to their parents in terms of level of emotional expressiveness B) children are similar to their parents in terms of types of emotions they display * C) links between parents' and children's emotions do not persist through adolescence D) all of the above accurately describe how parents socialize children's emotions 66. If parents are positive and provide comfort when interacting with their children, the children are more likely to: A) know how emotions should be displayed B) develop constructive reactions to anger C) regulate their emotions better * D) all of the above 67. Things parents can do to inhibit or prevent the development of their child's emotional regulation include: A) punishing their child for expressing emotions, especially negative ones B) belittling their child's emotions C) showing little interest in their child's emotions * D) all of the above 68. Children whose parents give them emotion coaching: A) are less skilled at soothing themselves B) have difficulty understanding the emotions of others * C) are more accepted by their peers D) are poorer at displaying clear emotional expressions 69. Children whose parents reminisce with them about shared emotional experiences in the past: A) are generally unsuccessful at telling coherent autobiographical narratives B) are generally unsuccessful at telling emotionally expressive autobiographical narratives C) are poor emotional regulators * D) are better able to recognize others' emotions 70. Peers can help a child improve emotional understanding and knowledge by: A) providing the child with opportunities to learn about emotions as they interact B) helping the child understand other people's feelings through pretend play C) making positive or negative responses to the child's emotions * D) all of the above 71. Teachers facilitate children's emotional development by: A) using physical comfort and distraction to help preschoolers regulate their emotional expressions B) using verbal mediation and explanations to help toddlers express their emotions C) staying out of the way and having classmates teach each other about emotions * D) more than one of the above but not all of the above 72. The PATHS Head Start curriculum designed to facilitate children's emotional competence shows success at: * A) increasing emotional vocabulary B) reducing aggression and attention problems at home C) increasing reading skills D) a and b but not c 73. A mood disorder often manifested in despondent mood and loss of interest in familiar activities but possibly expressed as irritability and crankiness and difficulty concentrating or focusing on tasks: A) learned helplessness B) separation anxiety * C) childhood depression D) stranger distress or fear of strangers 74. Symptoms of childhood depression may include: A) despondent mood and loss of interest in familiar activities B) irritability and crankiness C) difficulty concentrating or focusing on tasks * D) all of the above 75. Suicide: A) is the third leading killer of adolescents, following car accidents and homicide B) is the second leading cause of death among college students C) is more likely to be successful when attempted by males * D) all of the above 76. Adolescents who commit suicide: A) always have a history of depression B) recognize they have social support * C) generally feel overwhelmingly helpless D) are always high achievers 77. A feeling that results from the belief that one cannot control the events in one's world is referred to as: * A) learned helplessness B) separation anxiety C) childhood depression D) stranger distress or fear of strangers 78. Causes of childhood depression include: A) biological causes B) social causes C) cognitive causes * D) all of the above 79. Childhood depression: A) is more likely when the parents are clinically depressed B) is not more likely if the parents have recovered from depression C) is related to peer rejection * D) all of the above