A.   aids in balance and control of body movement.

B.   maintains alertness and consciousness.

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

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

A.   support motor coordination and thinking.

B.   support social and emotional development.

C.   contribute to spatial skills.

D.   contribute to artistic ability.

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

B.   contributes to dramatic gains in motor coordination.

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

D.   aids in balance and control of body movement.

A.   typically eat more than adults do.

B.   respond well to bribes.

C.   show a preference for unhealthy foods.

D.   tend to imitate people they admire.

A.   higher achievement scores.

B.   obesity.

C.   taller stature.

D.   attention difficulties.

A.   oral rehydration therapy

B.   diarrhea

C.   rubella

D.   tuberculosis

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

B.   is not cost-effective.

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

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

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

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

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

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

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

B.   the importance of administering zinc supplements in infancy

C.   the importance and safety of timely immunizations

D.   how to administer oral rehydration therapy

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.   underactive children; overactive children

C.   girls; boys

D.   shy children; outgoing children

A.   control of the legs and torso improves.

B.   their bodies become more streamlined.

C.   their center of gravity shifts downward.

D.   control of the hands and fingers improves.

A.   conservation.

B.   egocentrism.

C.   animistic thinking.

D.   dual representation.

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

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

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

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

A.   realistic props.

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

C.   to have a firm understanding of conservation.

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

A.   engage in more sophisticated make-believe play.

B.   more often spontaneously do tasks beyond those assigned.

C.   are less competent at self-care.

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 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.   Louisa, who experiences negative emotion intensely

D.   Sal, whose parents rarely express positive emotions

A.   dishonest

B.   self-interested

C.   prosocial

D.   assertive

A.   parallel

B.   nonsocial

C.   associative

D.   cooperative

A.   teaches children to act kindly.

B.   models aggression.

C.   promotes permanent compliance.

D.   increases from age 5 upward.

A.   to use positive discipline.

B.   time to cool off.

C.   to use induction.

D.   time to discuss alternative punishments.

A.   increases the likelihood of hostile thoughts and emotions.

B.   helps children learn the consequences of misbehavior.

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

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

A.   abnormal

B.   traditionally feminine

C.   androgynous

D.   traditionally masculine

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

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

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

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

A.   tend to react with hostility when frustrated.

B.   typically have an upbeat mood and are cooperative.

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

D.   are emotionally detached and depressed.

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

B.   exercise firm, reasonable control over their children.

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.   The use of anti-aggression medication

B.   Providing social supports to families

C.   The use of anti-depressants

D.   Involvement with Child Protective Services

A.   react boldly when angry or frustrated

B.   explain strategies for controlling feelings

C.   label children's feelings as overemotional

D.   rarely express emotion

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

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

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

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

A.   overweight.

B.   obese.

C.   at a healthy weight.

D.   underweight.

A.   heart disease

B.   tuberculosis

C.   asthma

D.   diabetes

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

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

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

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

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

B.   order items along a quantitative dimension.

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.   not usually a lifelong disorder.

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

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

D.   most commonly treated using behavior modification techniques.

A.   metacognitive

B.   pragmatic

C.   phonics

D.   whole-language

A.   interpersonal

B.   bodily-kinesthetic

C.   intrapersonal

D.   general

A.   emotional intelligence

B.   self-discipline

C.   SES

D.   the size of the cerebral cortex

A.   segregated environments

B.   fully inclusive classrooms

C.   multigrade classrooms

D.   the "least restrictive" environments

A.   learning disabilities.

B.   autism.

C.   emotional problems.

D.   mild mental retardation.

A.   Most gifted children have high self-esteem.

B.   Many gifted children are socially isolated.

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

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

A.   inferiority

B.   shame.

C.   industry.

D.   role confusion.

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

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

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-withdrawn

C.   Controversial

D.   Rejected-aggressive

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

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

C.   rejected by peers throughout childhood and adolescence.

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

A.   emotional self-efficacy

B.   personal defense

C.   positive social skills

D.   public speaking

A.   escape into undesirable peer activities after

B.   take on extra household chores after

C.   provide emotional support to their mothers after

D.   blame themselves for

A.   after-care

B.   self-care

C.   rejected

D.   controversial