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

B.   aids in balance and control of body movement.

C.   maintains alertness and consciousness.

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

A.   support social and emotional development.

B.   contribute to spatial skills.

C.   support motor coordination and thinking.

D.   contribute to artistic ability.

A.   contributes to dramatic gains in motor coordination.

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

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

D.   aids in balance and control of body movement.

A.   typically eat more than adults do.

B.   tend to imitate people they admire.

C.   respond well to bribes.

D.   show a preference for unhealthy foods.

A.   taller stature.

B.   higher achievement scores.

C.   obesity.

D.   attention difficulties.

A.   oral rehydration therapy

B.   tuberculosis

C.   rubella

D.   diarrhea

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

B.   is not cost-effective.

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

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

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

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

A.   how to administer oral rehydration therapy

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

C.   the importance of administering zinc supplements in infancy

D.   the importance and safety of timely immunizations

A.   has a high childhood injury death rate.

B.   has a high preschool immunization rate.

C.   has a low childhood injury death rate.

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

A.   underactive children; overactive children

B.   boys; girls

C.   shy children; outgoing children

D.   girls; boys

A.   control of the hands and fingers improves.

B.   their bodies become more streamlined.

C.   control of the legs and torso improves.

D.   their center of gravity shifts downward.

A.   egocentrism.

B.   conservation.

C.   animistic thinking.

D.   dual representation.

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

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

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

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

A.   to have a firm understanding of conservation.

B.   realistic props.

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

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

A.   are not as self-sufficient.

B.   more often spontaneously do tasks beyond those assigned.

C.   are less competent at self-care.

D.   engage in more sophisticated make-believe play.

A.   using scripts to tell stories.

B.   using a repetitive communication style.

C.   thinking about thought.

D.   using deliberate mental activities that improve recall.

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

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

A.   Sal, whose parents rarely express positive emotions

B.   Louisa, who experiences negative emotion intensely

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

D.   Sean, whose parents explain strategies for controlling feelings

A.   self-interested

B.   assertive

C.   prosocial

D.   dishonest

A.   cooperative

B.   associative

C.   parallel

D.   nonsocial

A.   increases from age 5 upward.

B.   teaches children to act kindly.

C.   promotes permanent compliance.

D.   models aggression.

A.   to use positive discipline.

B.   to use induction.

C.   time to discuss alternative punishments.

D.   time to cool off.

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

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

C.   increases the likelihood of hostile thoughts and emotions.

D.   helps children learn the consequences of misbehavior.

A.   traditionally masculine

B.   abnormal

C.   androgynous

D.   traditionally feminine

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

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

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

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

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

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

A.   The use of anti-depressants

B.   Involvement with Child Protective Services

C.   Providing social supports to families

D.   The use of anti-aggression medication

A.   label children's feelings as overemotional

B.   explain strategies for controlling feelings

C.   rarely express emotion

D.   react boldly when angry or frustrated

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

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

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

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

A.   at a healthy weight.

B.   overweight.

C.   underweight.

D.   obese.

A.   tuberculosis

B.   asthma

C.   diabetes

D.   heart disease

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

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

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

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

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

B.   order items along a quantitative dimension.

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.   highly heritable and is also associated with environmental factors.

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

C.   not usually a lifelong disorder.

D.   most commonly treated using behavior modification techniques.

A.   whole-language

B.   pragmatic

C.   metacognitive

D.   phonics

A.   bodily-kinesthetic

B.   interpersonal

C.   intrapersonal

D.   general

A.   self-discipline

B.   SES

C.   the size of the cerebral cortex

D.   emotional intelligence

A.   multigrade classrooms

B.   fully inclusive classrooms

C.   segregated environments

D.   the "least restrictive" environments

A.   mild mental retardation.

B.   learning disabilities.

C.   emotional problems.

D.   autism.

A.   Most gifted children have high self-esteem.

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

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

D.   Many gifted children are socially isolated.

A.   shame.

B.   inferiority

C.   industry.

D.   role confusion.

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

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

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

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

A.   think about thinking.

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

C.   redefine the situation and appraise it as unchangeable.

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

A.   Rejected-aggressive

B.   Controversial

C.   Popular-prosocial

D.   Rejected-withdrawn

A.   rejected by peers throughout childhood and adolescence.

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

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

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

A.   public speaking

B.   personal defense

C.   emotional self-efficacy

D.   positive social skills

A.   escape into undesirable peer activities after

B.   take on extra household chores after

C.   blame themselves for

D.   provide emotional support to their mothers after

A.   self-care

B.   after-care

C.   controversial

D.   rejected