Q&A Hero

Q: nine-year-old simpson is emotionally understanding and empathetic. he probably a)also has favorable social relationships and prosocial behavior. b)is picked on by other children because he is too sensitive. c)retreats from social situations for fear of being overwhelmed by the emotions of others. d)cannot yet engage in perspective taking.

Q: between ages 6 and 12, children a)become more aware of circumstances likely to spark mixed emotions. b)are likely to explain emotion by referring to external events. c)only experience guilt over transgressions if an adult is present. d)report feeling guilt for any mishap, whether intentional or not.

Q: profound feelings of shame a)motivate children to take on further challenges. b)prompt children to exert greater effort. c)compel children to strive for self-improvement. d)can trigger withdrawal and depression.

Q: ______ prompts children to make amends. a)pride b)guilt c)shame d)anger

Q: when 8-year-old marcie accidentally spills orange juice and has a stain on her t-shirt for the rest of the day, she is likely to feel a)sad. b)angry. c)guilty. d)ashamed.

Q: in which of the following scenarios is henry, age 9, the most likely to experience guilt? a)he accidentally knocks his friend over while running on the playground. b)he breaks his mothers favorite glass while trying to help her clean the dishes. c)he forgets to clean up his toys before leaving for school. d)he peeks at the answers of his classmate during a spelling quiz.

Q: mrs. cybrig would like to help her low-effort daughter gain a sense of academic competence. which of the following would you recommend to her? a)select tasks that challenge, but do not overwhelm her daughter. b)attribute her daughters successes to intelligence rather than effort. c)compare her daughter to her higher-achieving son by using prizes for good grades. d)select tasks that her daughter can easily do, so she can have success.

Q: braison is receiving an intervention that encourages him to believe that he can overcome failure by exerting more effort. braison is receiving a)learned success. b)attribution retraining. c)mastery orientation. d)academic mediation.

Q: asian parents and teachers are more likely than their american counterparts to a)hold a fixed view of ability. b)attend more to success than to failure. c)ignore a childs inadequate performance. d)hold an incremental view of ability.

Q: girls more often than boys a)attribute poor performance to lack of ability. b)view failures as stemming from external factors. c)attribute setbacks to insufficient effort. d)tend to receive mastery-oriented support from teachers.

Q: teachers who emphasize learning over getting good grades tend to have a)average to below-average achieving students. b)more learned-helpless students. c)mastery-oriented students. d)students who have low motivation and achievement.

Q: when amanda succeeds, her mother says, youre so smart! this type of trait statement might lead amanda to a)exert more effort when faced with a challenge. b)question her competence in the face of a setback. c)focus on learning rather than performance. d)pay little attention to her academic achievements.

Q: learned-helpless children a)are more persistent than other children. b)are more likely to see the connection between effort and success. c)attribute their failures to bad luck. d)hold a fixed view of ability.

Q: mastery-oriented children focus on ________ goals, while learned-helpless children focus on ________ goals. a)fixed; incremental b)incremental; learning c)learning; performance d)performance; fixed

Q: margaret is high in academic self-esteem and motivation. she probably credits her successes to a)luck. b)favoritism. c)a fixed ability. d)ability and effort.

Q: __________ parenting is correlated with unrealistically high self-esteem, which undermines development. a)indulgent b)authoritarian c)authoritative d)uninvolved

Q: children whose parents use a(n) ___________ child-rearing style feel especially good about themselves. a)authoritarian b)permissive c)authoritative d)uninvolved

Q: which statement about self-esteem is true? a)american cultural values have deemphasized a focus on self-esteem. b)compared with their caucasian agemates, african-american children tend to have slightly higher self-esteem. c)compared with u.s. children, asian children tend to have slightly higher self-esteem. d)gender-stereotyped beliefs have little, in any, effect on self-esteem.

Q: which of the following statements is true about gender differences in self-esteem? a)only a slight difference exists between boys and girls in overall self-esteem. b)boys overall sense of self-worth is much higher than girls. c)girls overall sense of self-worth is much higher than boys. d)by the end of middle childhood, girls are more confident than boys about their physical appearance.

Q: steven and stephanie have equal skill levels in math, science, and language arts. which of the following is probably true? a)stephanie has higher math self-esteem. b)steven has higher language-arts self-esteem. c)they have equal academic self-esteem. d)steven has higher math and science self-esteem.

Q: compared with u.s. children, asian children a)score lower in self-esteem. b)have lower academic achievement. c)rely more on social comparisons to promote their self-esteem. d)are reserved in their praise of others.

Q: thad, age 8, has a profile of low self-esteem in all areas. of the following statements, which most likely applies to thad? a)he tends to be well-liked by his classmates. b)he suffers from anxiety or depression. c)he relies less on social comparisons to promote his self-esteem. d)he is a conscientious worker in his school subjects.

Q: carrie, age 8, has high social self-esteem. of the following statements, which most likely applies to carrie? a)she is perceived to be a bit snobbish by her classmates. b)she outperforms the majority of her classmates in schoolwork. c)she tends to be well-liked by her classmates. d)she often gets other classmates into trouble.

Q: from middle childhood on, individual differences in self-esteem become a)less well-defined. b)increasingly stable. c)more flexible. d)less important.

Q: for most children, self-esteem rises from ______ on. a)preschool b)second grade c)fourth grade d)sixth grade

Q: marcus, a self-confident preschooler, is about to enter elementary school. based on research, marcuss parents can expect his self-esteem to ________ over the next few years. a)decline b)increase c)remain at the same level d)fluctuate drastically

Q: during childhood and adolescence, ______________ correlates more strongly with overall self-worth than does any other self-esteem factor. a)academic achievement b)physical appearance c)social competence d)athletic ability

Q: as children enter school and receive more feedback about how well they perform compared with their peers, self-esteem usually a)adjusts to an extremely high level. b)stays the same as it was during the preschool years. c)adjusts to a more realistic level. d)adjusts to an extremely low level.

Q: which child is likely to develop a self-concept based upon independence and self-assertion? a)charin, from china b)iniki, from japan c)pedro, from puerto rico d)michael, from the united states

Q: school-age children with a history of _________ have more complex, favorable, and coherent self-concepts. a)elaborative parentchild conversations about past experiences b)authoritarian parentchild interactions c)permissive parentchild interactions d)routine parentchild conversations about current events

Q: which of the following people is juanita, a middle-school student, most likely to look to for feedback about herself? a)aunt eva, who juanita sees a few times a month b)mr. reckle, juanitas science teacher c)kaitlynn, juanitas best friend d)carlos, juanitas 8-year-old brother

Q: according to george herbert mead, as children become better at reading and internalizing others messages, they form a(n) ______ self. a)real b)ideal c)inferior d)hierarchical

Q: according to george herbert mead, ________ skills are crucial for developing a self-concept based on personality traits. a)social comparison b)emotional self-regulation c)perspective-taking d)classification

Q: which of the following children is most likely to compare herself to just one other person and use that information as a basis for self-evaluation? a)jessica, age 5 b)estelle, age 7 c)mariah, age 9 d)shelly, age 11

Q: jenna observes that she is better at acting than her peers but not so good at basketball. jenna is engaging in a)social comparisons. b)perspective taking. c)attribution retraining. d)emotional self-efficacy.

Q: which of the following statements accurately reflects the change in self-description that typically occurs between ages 8 and 11? a)children tend to describe themselves by focusing on specific behaviors. b)children will describe positive, but not negative, personality traits. c)children organize their observations of behaviors and internal states into general descriptions. d)children are likely to describe themselves in unrealistically extreme ways.

Q: when describing themselves, older school-age children are _____ likely than younger children to _________________. a)less; include both positive and negative personality traits b)more; describe themselves in extreme ways c)less; describe themselves in comparison to peers d)far less; describe themselves in all-or-nothing ways

Q: which of the following children is the most likely to have a sense of industry? a)rona, who has an overly high self-concept b)jackson, who gets along with older children, but does not cooperate with agemates c)boulous, who has a positive but realistic self-concept d)shanna, who has little confidence in her abilities

Q: six-year-old hector is about to start formal schooling. hectors family life has not prepared him for school life. according to erikson, hector is in danger of developing a sense of a)shame. b)isolation. c)mistrust. d)inadequacy.

Q: the ngoni of malawi believe that when children ______________, they are mature enough for intensive skill training. a)shed their first teeth b)reach puberty c)finish school d)reach the age of 10

Q: the psychological conflict of middle childhood is resolved positively when a)children learn to have basic confidence in the future. b)experiences lead children to develop a sense of competence at useful skills and tasks. c)experiences lead children to develop a mature identity. d)children learn to think in terms of conflict-free ideals, rather than conflict-laden reality.

Q: according to erikson, the psychological conflict of middle childhood is a)autonomy versus shame and doubt. b)initiative versus guilt. c)industry versus inferiority. d)identity versus role confusion.

Q: how are gifted, creative, and talented students identified? what are some characteristics they share?

Q: explain the educational benefits of a small class size in early elementary school.

Q: ms. aragon and her young son recently moved to the united states from mexico. she is considering whether to enroll him in a bilingual education program or immerse him in an english-only school. how would you advise her?

Q: define emotional intelligence. how is it assessed? how can teachers promote it?

Q: describe robert sternbergs triarchic theory of intelligence.

Q: define cognitive self-regulation. why does it develop gradually? how can parents help foster it?

Q: describe the deficiencies children must overcome to acquire selective, adaptable attentional strategies.

Q: which of the following factors is a reason for the superior academic performance of finnish as compared to american children? a)in finland, all students receive the same nationally mandated, high-quality instruction. b)finnish parents regard native ability as the key to academic success. c)finland has a national testing system used to ability-group students. d)finnish teachers are not required to participate in continuing education and, therefore, have more time to focus on the children.

Q: according to international comparisons, instruction in the united states is ____________ than in other industrialized countries. a)more challenging b)less focused on absorbing facts c)less focused on high-level reasoning d)more focused on critical thinking

Q: in international studies of reading, mathematics, and science achievement, students in the united states typically perform a)better than students in korea and japan. b)better than students in canada and the netherlands. c)above the international average in reading and math. d)at or below the international average.

Q: gardners theory has sparked the development of programs to provide enrichment to all students. which of the following is true regarding these programs? a)each student is encouraged to focus on only one specific area of interest or one particular talent. b)they are not useful in identifying minority children who are underrepresented in school programs for the gifted. c)research has demonstrated the overwhelming effectiveness of such programs in nurturing childrens talents. d)they highlight the strengths of students who were previously considered ordinary or even at-risk.

Q: gifted children fare well a)when they enter highly selective high schools. b)in programs that emphasize problem solving, critical thinking, and creativity. c)in programs that keep them with their agemates, but not in programs that advance them to higher grades. d)in programs that advance them to higher grades, but not in programs that pull them out of their regular classrooms for special instruction.

Q: gifted children a)have more friends than their peers. b)often have low self-esteem. c)rarely hide their abilities. d)usually become highly creative adults.

Q: carter is highly talented in art and music. his parents are likely to a)be warm, sensitive, and reasonably demanding. b)be highly intelligent. c)arrange for rigorous, demanding teachers when he is young. d)have strict rules and high expectations.

Q: marisol was selected for her schools gifted program because she had outstanding performance in mathematics. marisol scored 119 on the iq test. at marisols school, the definition of giftedness has been extended to include a)talent. b)creativity. c)high iq. d)strong divergent thinking skills.

Q: at a parentteacher conference, mr. hopewell informed juans parents that he had been tested and was found to be a highly creative child. the test probably focused on a)convergent thinking. b)divergent thinking. c)fluid intelligence. d)spontaneous generation.

Q: ________ is emphasized on intelligence tests. a)divergent thinking b)creativity c)convergent thinking d)metacognition

Q: if a child is creative, he or she is able to a)reproduce others work with little effort. b)come up with original, appropriate work. c)think convergently. d)achieve outstanding scores in a specific field.

Q: jeris iq was assessed, and she has been labeled gifted. in other words, her iq is over a)100. b)110. c)120. d)130.

Q: children with special needs go to mrs. holman for specialized instruction for part of the day, and remain with their regular teacher for the remainder of the day. mrs. holman teaches in a(n) a)fully inclusive classroom. b)resource room. c)partially inclusive classroom. d)accommodation room.

Q: which of the following is true about inclusion? a)all students benefit academically from inclusion, but not all benefit socially. b)all students benefit socially from inclusion, but not all benefit academically. c)achievement gains depend on the severity of the disability and the support services available. d)students with mental retardation can interact adeptly in conversations and games with their classmates and, therefore, are rarely rejected socially.

Q: adam has an iq of 68. he spends his full school day in a classroom with typical learners. adam is experiencing a)a resource classroom. b)partial inclusion. c)an integrated classroom. d)full inclusion.

Q: jaylynn has an above-average iq, but low reading achievement scores. jaylynn has a)a learning disability. b)mild mental retardation. c)an emotional disability. d)a behavioral disability.

Q: five to 10 percent of school-age children have a)mild mental retardation. b)iqs above 130. c)learning disabilities. d)autism.

Q: in mrs. hayess fourth grade classroom, students with learning difficulties work alongside typical students for part or all of the school day. mrs. hayess classroom is a)ability grouped. b)inclusive. c)a resource room. d)constructivist.

Q: which of the following statements is true about the digital divide? a)girls more often connect on the internet to create web pages, while boys emphasize instant messaging. b)low-ses children who have computer and internet access devote more time to internet use than their higher-ses counterparts. c)boys are more likely than girls to engage in writing computer programs and to rate their computer skills as excellent. d)schools can ensure that girls and low-ses students have many opportunities to benefit from computers merely by equipping classrooms with more technology.

Q: which of the following is true about computers and academic learning? a)most u.s. low-ses families with school-age children and adolescents do not have computers or internet access. b)using the computer for word processing enables children to write freely, experimenting with letters and words without having to struggle with handwriting. c)computer-written word processing products tend to be shorter and of lesser quality than handwritten products. d)the more low-ses middle-school students used home computers to access the internet for personal information gathering, the lower their reading achievement.

Q: computer programming projects in the classroom promote a)problem solving and metacognition. b)use of memory strategies. c)stronger math and engineering skills. d)reduced aggression and bullying.

Q: which of the following is true about magnet schools? a)the less-segregated education provided in a magnet school enhances minority student achievement. b)magnet schools are usually located in high-ses areas and bus in those from low-income, minority areas. c)magnet schools are voluntarily segregated. d)magnet schools typically serve a homogeneous student population.

Q: which of the following is true about integration in american schools? a)school integration has increased since the 1980s. b)when minority students attend ethnically mixed schools, they usually do so with white students. c)hispanic children are less segregated than african-american children. d)the racial divide in american education is gradually lessening.

Q: which of the following statements about multigrade classrooms is true? a)self-esteem and attitudes toward school are usually more positive. b)there are no differences in academic performance between same-age and multigrade classrooms. c)multigrade groupings seem to increase student competition. d)pupils get more drill on basic facts and skills, a slower learning pace, and less time on academic work.

Q: which type of childteacher relationship is most likely to lead to a negative self-fulfilling prophecy? a)a quiet, withdrawn student with a teacher in an open classroom b)a low-achieving student with a teacher who publicly compares children c)a high-achieving student with a teacher in a traditional classroom d)a low-achieving student with a teacher in an open classroom

Q: noras teacher thinks she has a behavior problem. as a result, nora starts to believe that she is a troublemaker and begins to act out in the classroom. this is an example of a(n) a)educational self-fulfilling prophecy. b)stereotype threat. c)collaborative identification. d)educational bias.

Q: which of the following is true about teacherstudent relationships? a)well-behaved, high-achieving students typically get less support from teachers because they are not as needy as other students. b)overall, low-ses students have more sensitive and supportive relationships with teachers. c)caring teacherstudent relationships have an especially strong impact on the achievement of children at risk for learning disabilities. d)teachers tend to interact in the same way with all children, regardless of student behavior or achievement.

Q: many u.s. teachers emphasize a)the application of abstract concepts to real-life situations. b)rote memorization and repetitive drills. c)higher-level thinking. d)analysis and synthesis of new information.

Q: mrs. nixon guides the overall process of learning in her classroom, but no other distinction is made between adult and child contributors: all participate in joint endeavors and have the authority to define and resolve problems. mrs. nixon is using a ____________ approach to instruction. a)traditional b)communities of learners c)constructivist d)reciprocal teaching

Q: elementary and middle school students exposed to reciprocal teaching show a)gains in reading comprehension. b)gains in decoding skills. c)losses in reading comprehension. d)losses in metalinguistical skills.

Q: reciprocal teaching focuses on which four cognitive strategies? a)discussion, practice, segment, and reading b)elaboration, rehearsal, chunking, and repetition c)challenging, digesting, comparing, and evaluating d)questioning, summarizing, clarifying, and predicting