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.   contribute to artistic ability.

D.   support social and emotional development.

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.   show a preference for unhealthy foods.

B.   typically eat more than adults do.

C.   tend to imitate people they admire.

D.   respond well to bribes.

A.   attention difficulties.

B.   higher achievement scores.

C.   obesity.

D.   taller stature.

A.   tuberculosis

B.   rubella

C.   diarrhea

D.   oral rehydration therapy

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

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

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

D.   is not cost-effective.

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

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

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

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

A.   the importance and safety of timely immunizations

B.   how to administer oral rehydration therapy

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

D.   the importance of administering zinc supplements in infancy

A.   has a low childhood injury death rate.

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

C.   has a high childhood injury death rate.

D.   has a high preschool immunization rate.

A.   underactive children; overactive children

B.   boys; girls

C.   girls; boys

D.   shy children; outgoing children

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.   dual representation.

B.   animistic thinking.

C.   egocentrism.

D.   conservation.

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

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

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

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

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.   are less competent at self-care.

B.   more often spontaneously do tasks beyond those assigned.

C.   engage in more sophisticated make-believe play.

D.   are not as self-sufficient.

A.   using scripts to tell stories.

B.   using deliberate mental activities that improve recall.

C.   using a repetitive communication style.

D.   thinking about thought.

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

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

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.   Louisa, who experiences negative emotion intensely

B.   Sal, whose parents rarely express positive emotions

C.   Sean, whose parents explain strategies for controlling feelings

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

A.   self-interested

B.   prosocial

C.   dishonest

D.   assertive

A.   associative

B.   cooperative

C.   parallel

D.   nonsocial

A.   teaches children to act kindly.

B.   increases from age 5 upward.

C.   models aggression.

D.   promotes permanent compliance.

A.   time to discuss alternative punishments.

B.   to use induction.

C.   time to cool off.

D.   to use positive discipline.

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

B.   increases the likelihood of hostile thoughts and emotions.

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

D.   helps children learn the consequences of misbehavior.

A.   traditionally feminine

B.   traditionally masculine

C.   androgynous

D.   abnormal

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.   tend to react with hostility when frustrated.

B.   typically have an upbeat mood and are cooperative.

C.   are emotionally detached and depressed.

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

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

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

C.   exercise firm, reasonable control over their children.

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

A.   Providing social supports to families

B.   Involvement with Child Protective Services

C.   The use of anti-aggression medication

D.   The use of anti-depressants

A.   explain strategies for controlling feelings

B.   label children's feelings as overemotional

C.   rarely express emotion

D.   react boldly when angry or frustrated

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

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

A.   overweight.

B.   underweight.

C.   obese.

D.   at a healthy weight.

A.   asthma

B.   diabetes

C.   tuberculosis

D.   heart disease

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

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

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

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

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

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

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.   phonics

D.   metacognitive

A.   interpersonal

B.   general

C.   bodily-kinesthetic

D.   intrapersonal

A.   self-discipline

B.   the size of the cerebral cortex

C.   emotional intelligence

D.   SES

A.   multigrade classrooms

B.   the "least restrictive" environments

C.   segregated environments

D.   fully inclusive classrooms

A.   learning disabilities.

B.   emotional problems.

C.   mild mental retardation.

D.   autism.

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

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

C.   Most gifted children have high self-esteem.

D.   Many gifted children are socially isolated.

A.   inferiority

B.   shame.

C.   industry.

D.   role confusion.

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

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

A.   think about thinking.

B.   redefine the situation and appraise it as unchangeable.

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

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

A.   Rejected-withdrawn

B.   Controversial

C.   Popular-prosocial

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.   positive social skills

B.   emotional self-efficacy

C.   public speaking

D.   personal defense

A.   provide emotional support to their mothers after

B.   escape into undesirable peer activities after

C.   take on extra household chores after

D.   blame themselves for

A.   after-care

B.   controversial

C.   rejected

D.   self-care