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

B.   aids in balance and control of body movement.

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

D.   maintains alertness and consciousness.

A.   support motor coordination and thinking.

B.   contribute to artistic ability.

C.   support social and emotional development.

D.   contribute to spatial skills.

A.   aids in balance and control of body movement.

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

C.   contributes to dramatic gains in motor coordination.

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

A.   tend to imitate people they admire.

B.   typically eat more than adults do.

C.   show a preference for unhealthy foods.

D.   respond well to bribes.

A.   higher achievement scores.

B.   taller stature.

C.   attention difficulties.

D.   obesity.

A.   oral rehydration therapy

B.   rubella

C.   diarrhea

D.   tuberculosis

A.   is not cost-effective.

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

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

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

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.   the importance and safety of timely immunizations

B.   the importance of administering zinc supplements in infancy

C.   how to administer oral rehydration therapy

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

A.   has a low childhood injury death rate.

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

C.   has a high preschool immunization rate.

D.   has a high childhood injury death rate.

A.   underactive children; overactive children

B.   shy children; outgoing children

C.   boys; girls

D.   girls; boys

A.   their bodies become more streamlined.

B.   control of the legs and torso improves.

C.   control of the hands and fingers improves.

D.   their center of gravity shifts downward.

A.   animistic thinking.

B.   egocentrism.

C.   conservation.

D.   dual representation.

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

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

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

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

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

A.   are not as self-sufficient.

B.   are less competent at self-care.

C.   more often spontaneously do tasks beyond those assigned.

D.   engage in more sophisticated make-believe play.

A.   using a repetitive communication style.

B.   thinking about thought.

C.   using scripts to tell stories.

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

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

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

A.   Sal, whose parents rarely express positive emotions

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

C.   Louisa, who experiences negative emotion intensely

D.   Sean, whose parents explain strategies for controlling feelings

A.   dishonest

B.   prosocial

C.   self-interested

D.   assertive

A.   cooperative

B.   parallel

C.   nonsocial

D.   associative

A.   models aggression.

B.   teaches children to act kindly.

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

B.   helps children learn the consequences of misbehavior.

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

D.   increases the likelihood of hostile thoughts and emotions.

A.   traditionally masculine

B.   traditionally feminine

C.   abnormal

D.   androgynous

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

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

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

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

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

B.   exercise firm, reasonable control over their children.

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.   Involvement with Child Protective Services

B.   The use of anti-depressants

C.   Providing social supports to families

D.   The use of anti-aggression medication

A.   label children's feelings as overemotional

B.   react boldly when angry or frustrated

C.   explain strategies for controlling feelings

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.   underweight.

C.   at a healthy weight.

D.   obese.

A.   heart disease

B.   tuberculosis

C.   diabetes

D.   asthma

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

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

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

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

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

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.   order items along a quantitative dimension.

A.   not usually a lifelong disorder.

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

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

D.   most commonly treated using behavior modification techniques.

A.   metacognitive

B.   pragmatic

C.   phonics

D.   whole-language

A.   interpersonal

B.   bodily-kinesthetic

C.   general

D.   intrapersonal

A.   SES

B.   emotional intelligence

C.   the size of the cerebral cortex

D.   self-discipline

A.   fully inclusive classrooms

B.   multigrade classrooms

C.   the "least restrictive" environments

D.   segregated environments

A.   autism.

B.   emotional problems.

C.   learning disabilities.

D.   mild mental retardation.

A.   Most gifted children have high self-esteem.

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

C.   Many gifted children are socially isolated.

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

A.   role confusion.

B.   inferiority

C.   shame.

D.   industry.

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

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

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-withdrawn

B.   Controversial

C.   Popular-prosocial

D.   Rejected-aggressive

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.   personal defense

B.   emotional self-efficacy

C.   public speaking

D.   positive social skills

A.   blame themselves for

B.   provide emotional support to their mothers after

C.   take on extra household chores after

D.   escape into undesirable peer activities after

A.   controversial

B.   after-care

C.   self-care

D.   rejected