A.   is a large bundle of fibers connecting the two cerebral hemispheres.

B.   plays a vital role in memory and in images of space that help us find our way.

C.   aids in balance and control of body movement.

D.   maintains alertness and consciousness.

A.   contribute to spatial skills.

B.   support motor coordination and thinking.

C.   support social and emotional development.

D.   contribute to artistic ability.

A.   aids in balance and control of body movement.

B.   plays a vital role in memory and in images of space that help us find our way.

C.   supports smooth coordination of movements on both sides of the body.

D.   contributes to dramatic gains in motor coordination.

A.   respond well to bribes.

B.   typically eat more than adults do.

C.   show a preference for unhealthy foods.

D.   tend to imitate people they admire.

A.   obesity.

B.   attention difficulties.

C.   higher achievement scores.

D.   taller stature.

A.   diarrhea

B.   oral rehydration therapy

C.   rubella

D.   tuberculosis

A.   can prevent most developmental impairments and deaths due to diarrhea.

B.   depresses the body's immune system, making children far more susceptible to disease.

C.   is not cost-effective.

D.   has eradicated most childhood diseases in the United States.

A.   many U.S. children do not have access to the health care they need.

B.   there is a link between U.S. vaccines and autism.

C.   immunizations are not readily available in all parts of the country.

D.   childhood diseases have been virtually eradicated in the United States.

A.   how to administer oral rehydration therapy

B.   the importance of administering zinc supplements in infancy

C.   the link between mercury-based preservatives used in vaccines and autism

D.   the importance and safety of timely immunizations

A.   has a low childhood injury death rate.

B.   has a high childhood injury death rate.

C.   is safer in terms of childhood illnesses and injuries.

D.   has a high preschool immunization rate.

A.   boys; girls

B.   girls; boys

C.   shy children; outgoing children

D.   underactive children; overactive children

A.   control of the legs and torso improves.

B.   control of the hands and fingers improves.

C.   their bodies become more streamlined.

D.   their center of gravity shifts downward.

A.   dual representation.

B.   conservation.

C.   egocentrism.

D.   animistic thinking.

A.   belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions.

B.   inability to mentally go through a series of steps and then reverse direction, returning to the starting point.

C.   failure to distinguish others' symbolic viewpoints from one's own.

D.   idea that certain physical characteristics of objects remain the same, even when their outward appearance changes.

A.   to have a firm understanding of conservation.

B.   some guidance from an adult or more experienced peer.

C.   step-by-step instructions from an adult or older child.

D.   realistic props.

A.   engage in more sophisticated make-believe play.

B.   more often spontaneously do tasks beyond those assigned.

C.   are not as self-sufficient.

D.   are less competent at self-care.

A.   using deliberate mental activities that improve recall.

B.   using a repetitive communication style.

C.   using scripts to tell stories.

D.   thinking about thought.

A.   allow children to represent their unconscious wishes and desires symbolically.

B.   show caregivers the things that are important to children.

C.   allow children to escape from the demands of their lives into a fantasy world.

D.   create a small social organization of children who try out culturally meaningful roles and skills.

A.   Sean, whose parents explain strategies for controlling feelings

B.   Cara, whose parents punish her when she loses control of her emotions

C.   Sal, whose parents rarely express positive emotions

D.   Louisa, who experiences negative emotion intensely

A.   self-interested

B.   assertive

C.   dishonest

D.   prosocial

A.   cooperative

B.   parallel

C.   associative

D.   nonsocial

A.   teaches children to act kindly.

B.   increases from age 5 upward.

C.   promotes permanent compliance.

D.   models aggression.

A.   time to cool off.

B.   to use induction.

C.   to use positive discipline.

D.   time to discuss alternative punishments.

A.   only has a negative effect on children who are already highly aggressive.

B.   increases the likelihood of hostile thoughts and emotions.

C.   creates short-term increases in aggression, but does not have long-term negative consequences.

D.   helps children learn the consequences of misbehavior.

A.   abnormal

B.   traditionally masculine

C.   traditionally feminine

D.   androgynous

A.   insist on mature behavior and give reasons for their expectations.

B.   simply lack confidence in their ability to influence their child's behavior.

C.   combine low acceptance and involvement with little control and general indifference to issues of autonomy.

D.   exert control, yell, command, criticize, and threaten their children.

A.   tend to react with hostility when frustrated.

B.   tend to be overly demanding and dependent on adults.

C.   typically have an upbeat mood and are cooperative.

D.   are emotionally detached and depressed.

A.   exercise firm, reasonable control over their children.

B.   insist on mature behavior and give reasons for their expectations.

C.   are emotionally detached and depressed, with little time and energy for children.

D.   lack confidence in their ability to influence their child's behavior.

A.   Providing social supports to families

B.   The use of anti-depressants

C.   Involvement with Child Protective Services

D.   The use of anti-aggression medication

A.   explain strategies for controlling feelings

B.   rarely express emotion

C.   label children's feelings as overemotional

D.   react boldly when angry or frustrated

A.   malnutrition that persists into the school years rarely leads to permanent physical or mental damage.

B.   school-age children often become picky eaters, but mild nutritional deficits rarely affect growth or cognitive functioning.

C.   eating an evening meal with parents leads to a diet lower in fast foods and soft drinks.

D.   the percentage of children who eat dinner with their families increases slightly between ages 9 and 14.

A.   obese.

B.   underweight.

C.   overweight.

D.   at a healthy weight.

A.   diabetes

B.   tuberculosis

C.   asthma

D.   heart disease

A.   the more weight parents lost, the more their children lost.

B.   parents tended to undermine their children's progress.

C.   follow-up research showed little weight-loss maintenance.

D.   adults maintained their weight loss more effectively than children.

A.   order items along a quantitative dimension.

B.   think through a series of steps and then mentally reverse direction.

C.   center on just one aspect of a problem, rather than focus on several aspects at once.

D.   focus on relations between a general category and two specific categories at the same time.

A.   most commonly treated using behavior modification techniques.

B.   highly heritable and is also associated with environmental factors.

C.   not usually a lifelong disorder.

D.   most often caused by a highly stressful home life.

A.   pragmatic

B.   whole-language

C.   phonics

D.   metacognitive

A.   interpersonal

B.   intrapersonal

C.   bodily-kinesthetic

D.   general

A.   emotional intelligence

B.   the size of the cerebral cortex

C.   SES

D.   self-discipline

A.   multigrade classrooms

B.   segregated environments

C.   fully inclusive classrooms

D.   the "least restrictive" environments

A.   mild mental retardation.

B.   learning disabilities.

C.   emotional problems.

D.   autism.

A.   Many gifted children are socially isolated.

B.   The vast majority of gifted children have IQ scores of 150 or higher.

C.   Most gifted children have high self-esteem.

D.   Most gifted children show an evenly high ability across academic subjects.

A.   shame.

B.   role confusion.

C.   industry.

D.   inferiority

A.   Children's self-evaluations become increasingly vague and overlapping with age.

B.   From fourth grade on, self-esteem drops for the majority of young people.

C.   Perceived physical appearance correlates more strongly with overall self-worth than any other self-esteem factor.

D.   Throughout middle childhood, girls' self-esteem tends to be higher than boys'.

A.   think about thinking.

B.   appraise the situation as changeable, identify the difficulty, and decide what to do about it.

C.   redefine the situation and appraise it as unchangeable.

D.   opt for distraction when faced with outcomes beyond their control, such as receiving a bad grade.

A.   Popular-prosocial

B.   Rejected-withdrawn

C.   Controversial

D.   Rejected-aggressive

A.   those who blend hostile, disruptive behavior with positive, prosocial acts.

B.   usually well-adjusted and not unhappy about their social lives.

C.   rejected by peers throughout childhood and adolescence.

D.   in need of intervention to prevent long-term adjustment problems.

A.   public speaking

B.   personal defense

C.   positive social skills

D.   emotional self-efficacy

A.   escape into undesirable peer activities after

B.   blame themselves for

C.   provide emotional support to their mothers after

D.   take on extra household chores after

A.   self-care

B.   rejected

C.   after-care

D.   controversial