A.   Shame

B.    Inferiority

C.   Role confusion

D.    Industry 

A.   Autonomy

B.   Industry

C.   Trust

D.   Identity

A.   Compare their own characteristics to those of peers

B.   reject conventional standards for moral behavior

C.   Describe themselves in unrealistically positive terms

D.   Experience role confusion

A.   Develop a strong sense of superiority

B.   experience shame, the negative outcome of middle childhood

C.   Seldom look to people beyond the family for information about themselves 

D.   Form an ideal self that they use to evaluate their real self 

A.   In middle childhood, self-descriptions rarely include reference to social groups

B.   School-age children often avoid making social comparisons when describing themselves

C.   A large discrepancy between an ideal self and a real self boosts self esteem

D.   As children move into adolescences, self concept is increasingly vested in feedback from close friends

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

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

A.   Spend longer hours in child care

B.   Attend schools in high SES neighborhoods, regardless of their own SES

C.   Have permissive parents

D.   Attend school where their SES and ethnic groups are well-represented

A.   Use frequent social comparisons 

B.    Encourage their children to stave for worthwhile goals

C.   Use a firm, controlling parenting style

D.   Make decisions for their children 

A.   Ability

B.   Insufficient effort

C.   The malicious intent of another person

D.   Bad luck

A.   Luck 

B.   Ability

C.   Effort

D.   Intelligence

A.   Attribution retraining encourages children to believe that success should be attributed to ability, rather than luck or effort

B.   One approach is to encourage low-effort students to focus more on grades and less on mastering a task for individual improvement 

C.   Attribution retraining is an alternative to instruction in effective strategies and self-regulation

D.   Following a failure, children are given repeated feedback that helps them revise their attributions, such as "You can do it if you try harder."

A.    Lying and cheating

B.   Ignoring responsibilities 

C.    Depressive symptoms

D.   Intentional wrongdoing

A.   Negative emotions are more frequent than positive emotions

B.   Tone of voice is a more accurate predicator of emotion than facial expressions

C.   People's expressions may not reflect their true feelings

D.   Postive and negative emotions cannot be experienced simultaneously 

A.   Think about thinking 

B.   Redefine the situation and appraise it as unchangeable 

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

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

A.   Reject conventional standards for moral behavior

B.   Begin to recognize that the context of behavior is more important than the intent

C.   Pick up morally relevant behaviors,but do not understand the reasons behind them

D.   Have internalized rules for good conduct 

A.   Angie, who has very low self esteem

B.   Lisa, who views others traits as changeable

C.   Helen, who views others traits as fixed

D.   Jane, who has overly high self esteem 

A.   home

B.   Extended family 

C.   Society of peers

D.   Church

A.   Include "tough" boys and relationally aggressive boys and girls

B.   Combine academic and social competence

C.   Show high rates of absenteeism and prosocial behavior

D.   Are anxious, unhappy, and low in self-esteem

A.   Rejected-assertive

B.   Popular-aggressive

C.   Rejected-withdrawn

D.   Popular-prosocial 

A.   Bullying often comes to an end

B.    The children are more likely to team up and retaliate against the bully

C.   The bully often targets the new friend

D.   The new friend is often ostracized by other children 

A.   Positive social skills

B.   Public speaking

C.   Personal defense 

D.   Public speaking

A.   Music; masculine

B.   Reading; feminine

C.   physical education; feminine

D.   Language arts; masculine

A.   Authoritarian 

B.   Permissive

C.   Authoritative 

D.   Uninvolved 

A.   Transitive inference 

B.   Coregulation

C.   Distributive justice

D.   Permissive parenting

A.   Involves general parental oversight while letting the child make moment by moment decisions 

B.   Is an agreement between parents and other caregivers to be consistent with rules 

C.    involves from parental control and greater child dependence

D.    Is a permissive child-rearing style where the child takes responsibly or making rules

A.   Fathers engage in as much caregiving as mothers

B.   Fathers are more knowledgeable than mothers about children's everyday activities 

C.   Fathers spend more time than meters with school-age children 

D.   Each parents tends to devote more time to children of his or her own sex

A.   More immature social behavior 

B.   Lower achievement 

C.   Higher intelligence 

D.   More gender-stereotyped beliefs

A.   Show greater academic achievement 

B.   Are more likely to engage in antisocial behavior

C.   Have fewer emotional difficulties

D.   Are less likely to bend to peer pressure

A.   Self-care

B.   Rejected

C.   Controversial

D.   After-care

A.   Peer rejection

B.   Ghosts and goblins

C.   Thunder and lightning

D.   The dark 

A.   Active

B.   Easy

C.    Inhibited

D.   Impulsive

A.   Usually tell a parent or teacher what has happened

B.   Trend to avoid sexual activity in adolescence 

C.   Frequently displayed precocoious sexual knowledge and behavior 

D.   Adjust better when allowed to face their abuser in court 

A.   Traits and experiences that protect children against psychological disturbance are unknown

B.   There is a strong relationship between stressful experiences and psychological disturbance 

C.   Often just one or a few protective factors account for a child being "stress-resilient"

A.   Is a preexisting attribute weather than a capacity that develops over time

B.   Is less common among children whose parents use an authoritative child rearing style

C.   Is less common among children with a mastery-oriented approach to new situations

D.   Enables children to use internal and external resources to cope with adversity

A.   Exposure to negative information in media 

B.   Direct exposure to frightening events

C.   Exposure to fairy tales

D.   School or neighborhood bullies

A.   11 to 13 year old, fears a bully

B.   8 to 10 year old has permissive parents 

C.   5 to 7 year old is afraid of academic failure

D.   8 to 10 year old, is afraid to be separated from his mother

A.   Fewer behavior problems

B.   Higher self-esteem

C.   Better relationships with their parents

D.   More adjustment problems 

A.   Liem, his 3 year old son

B.   Max, his 11 year old son

C.   Harry, his 6 year old son

D.   Kate, his 9 year old daughter

A.   Joint custody 

B.   Coregulation

C.   Divorce mediation

D.   Mediated custody

A.   Coparenting 

B.   Joint physical custody

C.   Authoritarian parenting

D.   Mediation