A.   aids in balance and control of body movement.

B.   maintains alertness and consciousness.

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

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

A.   support social and emotional development.

B.   contribute to artistic ability.

C.   contribute to spatial skills.

D.   support motor coordination and thinking.

A.   contributes to dramatic gains in motor coordination.

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

A.   respond well to bribes.

B.   typically eat more than adults do.

C.   tend to imitate people they admire.

D.   show a preference for unhealthy foods.

A.   attention difficulties.

B.   higher achievement scores.

C.   taller stature.

D.   obesity.

A.   oral rehydration therapy

B.   tuberculosis

C.   diarrhea

D.   rubella

A.   is not cost-effective.

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

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

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

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

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

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

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

A.   how to administer oral rehydration therapy

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

C.   the importance and safety of timely immunizations

D.   the importance of administering zinc supplements in infancy

A.   has a high preschool immunization rate.

B.   has a low childhood injury death rate.

C.   has a high childhood injury death rate.

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

A.   girls; boys

B.   boys; girls

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 center of gravity shifts downward.

D.   their bodies become more streamlined.

A.   conservation.

B.   animistic thinking.

C.   dual representation.

D.   egocentrism.

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

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

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

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

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

B.   realistic props.

C.   to have a firm understanding of conservation.

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

A.   engage in more sophisticated make-believe play.

B.   are less competent at self-care.

C.   are not as self-sufficient.

D.   more often spontaneously do tasks beyond those assigned.

A.   using deliberate mental activities that improve recall.

B.   using scripts to tell stories.

C.   using a repetitive communication style.

D.   thinking about thought.

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

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

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

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

A.   Sean, whose parents explain strategies for controlling feelings

B.   Sal, whose parents rarely express positive emotions

C.   Louisa, who experiences negative emotion intensely

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

A.   dishonest

B.   prosocial

C.   assertive

D.   self-interested

A.   parallel

B.   nonsocial

C.   cooperative

D.   associative

A.   teaches children to act kindly.

B.   promotes permanent compliance.

C.   increases from age 5 upward.

D.   models aggression.

A.   to use positive discipline.

B.   time to cool off.

C.   time to discuss alternative punishments.

D.   to use induction.

A.   helps children learn the consequences of misbehavior.

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

C.   increases the likelihood of hostile thoughts and emotions.

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

A.   abnormal

B.   androgynous

C.   traditionally masculine

D.   traditionally feminine

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

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

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

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

A.   typically have an upbeat mood and are cooperative.

B.   tend to react with hostility when frustrated.

C.   are emotionally detached and depressed.

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

A.   exercise firm, reasonable control over their children.

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

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

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

A.   Providing social supports to families

B.   The use of anti-aggression medication

C.   The use of anti-depressants

D.   Involvement with Child Protective Services

A.   rarely express emotion

B.   react boldly when angry or frustrated

C.   explain strategies for controlling feelings

D.   label children's feelings as overemotional

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.   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.   at a healthy weight.

D.   overweight.

A.   asthma

B.   heart disease

C.   tuberculosis

D.   diabetes

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

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

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

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

A.   order items along a quantitative dimension.

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

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

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.   not usually a lifelong disorder.

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

D.   most commonly treated using behavior modification techniques.

A.   phonics

B.   pragmatic

C.   metacognitive

D.   whole-language

A.   intrapersonal

B.   bodily-kinesthetic

C.   interpersonal

D.   general

A.   emotional intelligence

B.   the size of the cerebral cortex

C.   SES

D.   self-discipline

A.   segregated environments

B.   the "least restrictive" environments

C.   fully inclusive classrooms

D.   multigrade classrooms

A.   emotional problems.

B.   mild mental retardation.

C.   autism.

D.   learning disabilities.

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.   role confusion.

C.   inferiority

D.   industry.

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

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

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

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

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

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.   think about thinking.

A.   Popular-prosocial

B.   Rejected-aggressive

C.   Controversial

D.   Rejected-withdrawn

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

B.   rejected by peers throughout childhood and adolescence.

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

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

A.   positive social skills

B.   public speaking

C.   personal defense

D.   emotional self-efficacy

A.   provide emotional support to their mothers after

B.   blame themselves for

C.   take on extra household chores after

D.   escape into undesirable peer activities after

A.   after-care

B.   rejected

C.   controversial

D.   self-care