Q&A Hero

Q: Carla is participating in a conflict resolution program at her high school where she is learning about win-win. Which aspect of conflict resolution is Carla learning about? A. identifying possible solutions B. choosing solutions that benefit both sides in a conflict C. accurately defining conflict D. evaluating consequences of solutions for herself and others

Q: An effective character education program would probably include all of the following except: A. conflict resolution training. B. opportunities to practice positive character traits in the real world. C. competitions to reward good deeds. D. adult modeling of positive character traits.

Q: Second Step, a school-based violence prevention program presented in the text, focuses on which set of competencies? A. empathy, social problem solving, anger management B. problem definition, problem evaluation, and brainstorming of solutions C. interpretation of social cues, generation of socially desirable responses, and evaluation of actions D. instrumental aggression, hostile aggression, and verbal aggression

Q: As a teacher, you have noticed patterns in how your students relate with their peers. In your class you notice that peer groups tend to be organized by race and sex. There is quite a bit of peer conformity, and you have begun to see cliques form. What grade do you teach? A. kindergarten B. third grade C. seventh grade D. eleventh grade

Q: Friendships are characterized by closeness and self-disclosure in: A. late adolescence. B. early adolescence. C. middle childhood. D. early childhood.

Q: Sociodramatic play is an important arena for the development of friendships between the ages of: A. 3 and 5. B. 6 and 10. C. 10 and 14. D. 14 and 20.

Q: Which teacher is likely to see the highest amount of conformity to peer norms and expectations among their students? A. Andrea, who teaches preschool B. Burt, who teaches second grade C. Colette, who teaches seventh grade D. Doug, who teaches tenth grade

Q: In the school setting, ______ are reputation-based collectives of similarly stereotyped individuals who may or may not spend much time together. A. friends B. crowds C. cliques D. peers

Q: Paul is a tenth-grader who does average work at school. Like the majority of the other students at his school, Paul attends social events for fun and doesnt encounter many problems. To which adolescent crowd does Paul belong? A. Jocks B. Loners C. Brains D. Normals

Q: At what age does the typical child first grasp the social implications of ethnicity? A. 4-6 B. 6-10 C. 10-14 D. 14-16

Q: According to the text, which of the following is a recommended strategy for dealing with bullies in the school environment? A. provision of social skill training and anger management programs for bullies B. adoption of antibullying policies C. use of empathetic listening to identity cognitive and affective problems associated with bullying D. all of these

Q: Six-year-old Quashana understands ethnicity in terms of ancestry and features like food and language. She has difficulty understanding prejudice and its social consequences. At which level of ethnic perspective taking is Quashana? A. level 3, group consciousness B. level 2, social and nonliteral understanding C. level 1, literal understanding D. level 0, integration of affective and perceptual understanding

Q: At day care, 4-year-old Steven bites Matthew when Matthew tries to take away the blocks he is building with. Stevens aggression is best described as: A. hostile. B. instrumental. C. verbal. D. both hostile and instrumental.

Q: As a teacher of high-school seniors, at which level of ethnic perspective taking would you expect most of your students to be? A. group consciousness and ethnic identity B. social and nonliteral understanding C. integration of affective and perceptual understanding D. literal understanding

Q: As children age, instrumental aggression ______ and hostile aggression ______. A. decreases/decreases B. increases/increases C. increases/decreases D. decreases/increases

Q: At which level of ethnic perspective taking would you expect your students to use physical characteristics to classify and describe people racially? A. 0 B. 1 C. 2 D. 3

Q: As a secondary school teacher, what percentage of your female students would you expect to have been the target of unwanted sexual comments, gestures, or looks? A. 2 B. 22 C. 56 D. 83

Q: Mr. Selma teams up the children in his multicultural classroom to explore similarities and differences in their families. He also encourages visitors from different ethnic groups to visit his class so that his students can see positive images of various ethnic groups. Based on the educational implications of ethnic perspective taking presented in the text, what age group do you think Mr. Selma teaches? A. late adolescence B. early adolescence C. middle childhood D. early childhood

Q: In the United States, about ______ of hate crimes are committed by people under the age of 21. A. one-quarter B. one-third C. one-half D. three-quarters

Q: Research studies show that positive peer relations can enhance a childs: A. feelings of competence. B. sense of efficacy. C. self-worth. D. all of these

Q: Which child is most likely to be popular with his or her peers? A. Abigail, who lives in the nicest neighborhood and invites her friends over for swimming regularly B. Bert, who is friendly and helpful and follows the rules at home and school C. Coretta, a gifted athlete and musician D. Dennis, who is aggressive and disrupts class with his joking and clowning around

Q: Shane is shy and socially withdrawn. He does not have problems at school and does not consider himself to be lonely even though few children in his class consider him their friend. Which term best describes Shanes peer status? A. popular B. rejected C. unpopular D. neglected

Q: About what percentage of children are neither popular nor rejected by their peers? A. 1 to 4 percent B. 6 to 11 percent C. 15 to 21 percent D. 30 to 35 percent

Q: You are interested in increasing cooperation among your third-grade students. You divide the students into six-person teams to work on a learning task, with each team member responsible for one part. During the first half of the lesson, members responsible for the same part work together to discuss their part. Then they return to their original team to teach their part to the other team members. Which strategy for cooperative learning have you chosen? A. group investigation B. student teams achievement division C. jigsaw classroom D. brainstorming

Q: Research on cooperative learning suggests that this method: A. improves student motivation to learn. B. increases academic performance. C. improves interpersonal relationships between students from different types of backgrounds. D. all of these

Q: Children in your second-grade class are most likely to engage in prosocial behaviors by: A. helping others to gain your approval. B. showing a genuine concern for anothers well-being. C. both of these D. neither of these

Q: Which of the following parents will be least effective in helping their child develop prosocial behaviors? A. Adam, whose primary discipline style is reasoning and induction B. Bethany, who models prosocial behaviors at home C. Christopher, who prohibits antisocial behaviors without explanation D. Dawn, who encourages her children to perform routine household tasks and chores

Q: As children get older, their perceptions of other people become: A. less differentiated. B. more focused on physical traits. C. both less differentiated and more focused on physical traits. D. neither less differentiated nor more focused on physical traits.

Q: Behavior that is intentionally aimed at harming or injuring another person is called: A. aggression. B. prosocial behavior. C. empathy. D. induction.

Q: Preschooler Annabelle has more positive attitudes toward whites than other ethnic groups. Researchers suggest this may: A. be a reflection of the negative views and prejudices of the larger society. B. reflect Annabelles natural developmental preference for lighter objects at this age. C. be reinforced by common childhood stories where heroes are dressed in white and villains in black. D. all of these

Q: Which of the following statements regarding bullying is false? A. Bullying occurs as a way to attain social position in a peer group or to have dominance over others. B. Bullying behavior is most prevalent in middle childhood peer groups. C. Boys are more likely to engage in bullying behaviors than girls, although girls tend to use social isolation and verbal bullying. D. Bullies tend to come from home environments that are punitive and harsh.

Q: As a future teacher interested in reducing learned helplessness in your students, you should: A. encourage public forms of evaluation so that students will develop a sense of healthy competition. B. increase test pressure to motivate students to study. C. provide specific feedback to students about how they can improve. D. all of these

Q: Which cognitive theory of achievement motivation emphasizes students judgments of how well or poorly they will perform a task, given the skills they have and the circumstances they face? A. expectancy-value B. self-efficacy C. attribution D. achievement goals

Q: As a future teacher, you have made a commitment to help your students connect what they are learning to their lives outside of school. You plan to link your materials to experiences that are familiar to your students. You also hope to help your students see the value of what they are learning for other subjects and real-life problems. Which aspect of motivation are you attempting to impact? A. providing motivating learning activities B. promoting positive feelings of competency and efficacy C. emphasizing the intrinsic value of learning D. providing opportunities for peer collaboration

Q: Briefly describe Eriksons eight stages of psychosocial development. Identify the age group you plan to teach, and provide an in-depth explanation of the psychosocial stage(s) for that age group. What are some special socio-emotional concerns for children or adolescents in this age group?

Q: For the age group you are planning to teach, describe typical emotional development. What does emotional competence mean? How can you, as a teacher, foster emotional competence in your students?

Q: How do self-concept and self-esteem develop and change from early childhood through adolescence? What influence do ethnicity, race, and gender have on the development of self-esteem? What steps can you take as a teacher to enhance students self-esteem?

Q: Describe the process of gender-role socialization, including a discussion of the influence of parents, peers, mass media, and schools.

Q: Define achievement motivation. Discuss how each of the following contributes to individual differences in achievement motivation: differences in ability, parenting practices, gender, ethnicity/race, socioeconomic status. What can teachers do to create a positive motivational climate in the classroom?

Q: The term social cognition is used to describe: A. childrens thoughts about their peers and friendship groups. B. childrens understanding of others thoughts, feelings, and behaviors. C. a childs social network. D. childrens beliefs about whether or not they can accomplish a goal.

Q: Compared to those who have feminine or masculine gender-role conceptions, those with androgynous gender-role conception tend to have: A. higher self-esteem. B. better coping skills. C. more life satisfaction. D. all of these

Q: Which of the following is the first step in understanding others perspectives? A. grasping simple causal relations between desires, outcomes, and emotions B. showing signs of frustration and temper when attempts to influence caregiver actions are unsuccessful C. understanding that the self is distinct from others D. comforting another child who is in distress

Q: As a middle-school teacher, you would expect to find which trend in self-esteem among your students? A. declining self-esteem for boys, but not for girls B. declining self-esteem for girls, but not for boys C. increased self-esteem for boys and decreased self-esteem for girls D. declining self-esteem for both boys and girls, but with a more severe decline for girls

Q: Raven is invited to her friend Michelles birthday party. She is excited about buying Michelle a present because she understands that giving Michelle a present will make her friend happy. Raven also gets personal satisfaction out of giving the present because it makes her feel good. At which stage of social perspective taking is Raven? A. reciprocal perspective taking B. undifferentiated perspective taking C. differentiated perspective taking D. egocentric perspective taking

Q: According to the text, ______ are believed to be more vulnerable to disturbances in self-esteem at puberty. A. white girls B. white boys C. minority girls D. none of these; there are no adolescent groups that are more vulnerable to disturbances in self-esteem

Q: As a future teacher of second graders, at which level of social perspective taking would you expect your students to be? A. 0 B. 1 C. 2 D. 3

Q: The process by which children learn societys norms for acceptable and unacceptable behavior for boy and girls is called: A. gender identity development. B. gender-role socialization. C. gender schema development. D. gender constancy process.

Q: In ______ of social perspective taking, children are unable to recognize that other people may interpret the same situation differently from them. A. level 0 (undifferentiated) B. level 1 (egocentric) C. level 1 (differentiated) D. level 2 (reciprocal)

Q: Dr. Jameson, a motivation theorist, describes motivation as an internal tension that leads a person to engage in goal-directed behavior. With which perspective of motivation is Dr. Jamesons description most consistent? A. motivation as an environmentally activated state B. motivation as a set of cognitions and beliefs C. motivation as an enduring psychological need D. motivation as identity

Q: Which of the following statements regarding social perspective taking is false? A. Perspective-taking skills are associated with various prosocial behaviors. B. Perspective-taking skills are important in moral development. C. Changes in perspective-taking throughout childhood are related to changes in cognitive abilities. D. Most preschool children can put themselves in another persons shoes.

Q: A persons need for self-expression, creativity, and harmony with the environment is best described as: A. need to achieve. B. self-actualization needs. C. effectance motivation. D. identity need.

Q: Valerie spends hours reading because she is curious and interested in learning. Tim spends hours reading because he wants to earn more points in the Accelerated Reader program. Valeries motivation is _____, and Tims motivation is _____. A. extrinsic; extrinsic B. intrinsic; intrinsic C. extrinsic; intrinsic D. intrinsic; extrinsic

Q: When approached by a stranger to play, 18-month-old Sarah looks to her mother to see if its okay. Sarahs mother smiles at her, and Sarah proceeds to play. This is an example of: A. social referencing. B. self-conscious emotions. C. empathy. D. temperament.

Q: Marshas parents have always wanted her to be a doctor. Although she has an interest in graphic arts, Marsha goes along with her parents wishes and attends medical school. Which identity status does Marsha have? A. diffusion B. achievement C. moratorium D. foreclosure

Q: Which of the following emotions does not demonstrate an evolving sense of self? A. pride B. fear C. shame D. guilt

Q: According to Marcia, which young person is most likely to have low self-esteem, be apathetic, and have greater risk for developing psychological problems? A. Amos, who has not done much identity exploration but who has made a commitment to a career and life philosophy. B. Blanche, who has not done much identity exploration and has also not made any commitments. C. Carlyle, who is actively exploring occupational and relationship options but has not made any commitments. D. Deidre, who has actively explored various options and has made some commitments.

Q: Which of the following is not a typical element of emotional development in adolescence? A. declines in happiness and pride B. increases in moodiness, anxiety, and loneliness C. increased ability to engage in self-reflection D. decreases in self-consciousness and self-criticism

Q: Ones sense of self concerning racial or ethnic group membership is best described as: A. gender identity. B. bicultural identity. C. ethnic identity. D. identity moratorium.

Q: Fourteen-year-old Nolan was recently angered by his locker-mate, Paul. Instead of confronting Paul, Nolan reframes the situation, deciding that Paul may have been in a bad mood. Nolan also realizes that confronting Paul will only make himself more upset. Nolan is demonstrating: A. self-control. B. self-efficacy. C. self-esteem. D. self-conscious emotions.

Q: By what age can most children correctly identify skin color and their own ethnic group? A. 1 year B. 3 years C. 5 years D. 6 years

Q: A researcher invites a child to sit at a table with a bell and some marshmallows. She tells the child that she will be leaving the room for a few minutes, and that a ring of the bell will summon her back. The child is also told that if he can wait until the researcher returns, that he will earn several marshmallows. However, if he rings the bell, he will only be able to have one marshmallow. Which element of emotional intelligence is this researcher attempting to measure? A. identifying, expressing, and managing emotions B. knowing the difference between feelings and actions C. understanding the perspective of others D. controlling impulses and delaying gratification

Q: Which of the following statements regarding ethnic identity development is false? A. Racial prejudices and stereotypes can make it difficult for ethnic minority children to develop positive feelings of competency and worth. B. The racial composition of a school can have an important influence on the self-concepts and self-esteem of ethnic minority youths. C. In general, white adolescent girls have higher self-esteem than Hispanic or African-American adolescent girls. D. The work of forming an ethnic identity generally takes place in adolescence.

Q: The PATHS program described in the text was an attempt to help elementary school children in Seattle public schools to develop: A. emotional competence. B. academic excellence. C. impulse control. D. intrinsic motivation.

Q: The term ______ is used to describe childrens knowledge of gender. A. gender constancy B. gender schema C. gender-role conceptions D. androgyny

Q: An evaluation of ones traits, abilities, and characteristics is called: A. self-concept. B. self-esteem. C. self-efficacy. D. self-control.

Q: In a research study examining the gender schemas of preschool-age children, subjects watched videotapes of girls playing with trucks and boys playing with dolls. Several days later, the children were asked to recall what they saw on the videotape. Researchers found that: A. children correctly reported what they actually saw on the tape. B. male children reported they saw boys playing with trucks and girls with dolls, while female children correctly reported what they saw on the tape. C. female children reported they saw boys playing with trucks and girls with dolls, while male children correctly reported what they saw on the tape. D. children reported they saw girls playing with dolls and boys playing with trucks.

Q: Studies indicate that the rate of conduct disorders among boys is between ________ , and among girls between__________. A. 6 and 16 percent; 2 and 9 percent B. 6 and 9 percent; 2 and 5 percent C. 2 and 9 percent; 6 and 16 percent D. 2 and 5 percent; 6 and 9 percent

Q: Based on research presented in the text on the development of gender-typed behavior, which of the following would you expect from your preschool-age students? A. They will prefer gender-typed activities. B. They will not pay much attention when other students engage in cross-gender activities. C. They will have no preference for playing with same-sex friends. D. all of these

Q: Sonya is asked to describe herself. She responds, I am nice and my friends like me. I am good at school. Based on the developmental changes in self-concept, in what age group would you guess Sonya to be? A. early adolescence B. middle to late childhood C. early to middle childhood D. toddlerhood

Q: Fifteen-year-old Jeremiahs friends describe him as cooperative, sensitive, rational, and independent. Based on these traits, Jeremiahs personality would best be described as: A. feminine. B. masculine. C. gender-typed. D. androgynous.

Q: Which of the following statements regarding self-concept and self-esteem is false? A. Compared to older children, young children describe themselves more in terms of physical traits and characteristics. B. Since there is considerable stability in childrens self-esteem by late elementary school, the school environment plays very little role. C. As children mature, their self-concepts become more differentiated and integrated. D. With age, children increasingly compare themselves to others to determine their own strengths; this comparison can have both positive and negative consequences.

Q: Sixteen-year-old Bettina has high self-esteem. Based on research presented in the text, which of the following is likely to be true of Bettina? A. She places a lot of emphasis on areas in which she feels less competent. B. She is better able to tolerate frustration and transitions, compared to her peers with lower self-esteem. C. both of these D. neither of these

Q: The ideal self is formed: A. initially during middle childhood. B. through the expectations, values, and ideals of peers. C. through the expectations, values, and ideals of adults. D. all of these

Q: Research by Simmons and Blyth (1987) examining adolescents self-esteem in relation to school transitions demonstrated that _______ showed the most dramatic drops in self-esteem. A. girls from 6-3-3 schools B. boys from 6-3-3 schools C. girls from 8-4 schools D. boys from 8-4 schools

Q: As a new teacher, you want to positively impact your students self-esteem. Which strategy should you follow? A. Promote competition between students. B. Make your classroom teacher-directed. C. Promote collaboration and cooperation. D. Both promote competition and make your classroom teacher-directed.

Q: School-based self-esteem intervention programs in the 1960s and 1970s, which had only limited success, tended to focus on: A. cognitively based strategies for understanding the origins of students negative self-perceptions. B. providing social support at school. C. helping young people feel good about themselves. D. implementing Gardners theory of multiple intelligences.

Q: The process by which infants control or inhibit their responses to stimulation is called: A. self-efficacy. B. temperament. C. self-regulation. D. emotion.

Q: Researcher James Marcia uses ______ as the criteria for determining a persons identity status. A. the degree to which a person has explored different identity options B. the degree to which a person has made commitments C. both of these D. neither of these

Q: According to the text, the primary reason that adults have difficulty learning a second language is that: A. they have missed the critical period for language development. B. they do not devote enough time to their study of the language. C. adult instruction is typically in a classroom setting that does not involve meaningful interaction with other speakers. D. most adults attempt to learn simultaneous bilingualism instead of successive bilingualism.

Q: Which of the following statements about Eriksons theory of psychosocial development is false? A. More emphasis is placed on social, as opposed to biological, influences on development. B. Development is believed to be a lifelong process. C. Personal relationships have little influence over the way people respond to basic needs. D. There are eight proposed stages of development.