Deck 8: Socioemotional Development in Middle and Late Childhood: Six to Eleven Years

Question 1

Self-esteem involves the process of children ____________________ about themselves.

A) making judgments
B) having feelings
C) both of the choices
D) neither of the choices

Answer 1

C

Question 2

Low ________________ is one reason a child may believe he or she is not capable of doing well in school.

A) self-esteem
B) self-concept of ability
C) self-efficacy
D) all of the choices

Answer 2

D

Question 3

Culture __________ influence on a child's self-concept

A) has an
B) has no
C) for boys, has an
D) for girls, has an

Answer 3

A

Question 4

____________refers to a child's multidimensional understanding of one's own personality, attributes, abilities, and attitudes.

A) Self-esteem
B) Self-concept
C) Self-awareness
D) Self-other relatedness

Question 5

During middle childhood, moral development is influenced only by peers.

Question 6

In middle childhood, advances in the ability to compare oneself to another facilitates development of a sense of self.

Question 7

Given one minute to evaluate a child's self-esteem, a developmentalist is likely to conclude that a child has high self-esteem if she observes that the child:

A) is doing well in school.
B) has low levels of anxiety.
C) has a number of friends.
D) all of the choices

Question 8

_______________ refers to the evaluation of one's beliefs about one's personality, attributes, abilities, and attitudes.

A) Self-esteem
B) Self-concept
C) Self-awareness
D) Self-other relatedness

Question 9

An 8-year-old child's use of autonomous morality to explain why another person behaved as she did suggests that the child's moral development is:

A) delayed.
B) overdeveloped.
C) on time.
D) none of the choices

Question 10

A strong reliance on heteronomous morality in middle childhood indicates that moral development is:

A) delayed.
B) overdeveloped.
C) on time.
D) none of the choices

Question 11

Moral development in middle childhood is most likely to involve:

A) a lack of understanding of what is right versus wrong.
B) learning that right versus wrong depends on the current situation.
C) increasing adherence to the rules set by authority.
D) decreasing reliance on peer norms.

Question 12

The process of learning about one's abilities and characteristics by observing how they compare with those of others is known as social:

A) compensation.
B) comparison.
C) selection.
D) optimization.

Question 13

Principal Scott, a developmentalist, explained to parents why he was replacing report cards for elementary school students. To facilitate development of students' academic self-concepts, he is replacing grades with:

A) student and teacher evaluations of students' strengths and weaknesses in each school subject.
B) rankings of each student compared to their peers.
C) standardized test scores.
D) teacher evaluations of effort and creativity each student demonstrates.

Question 14

Moral development in infancy and early childhood has no influence on moral development during middle childhood.

Question 15

According to Piaget, moral development in middle childhood mirrors:

A) maturation of physical coordination.
B) cognitive development.
C) visual-spatial capacity.
D) auditory-spatial ability.

Question 16

During middle childhood, children shift toward more realistic self-evaluations.

Question 17

A child's understanding of differences between right and wrong is a core element of moral development.

Question 18

Elodie's father often tells her that she is good at math. Her mother was a dancer and often tells Elodies stories that compare Elodie's ability with her own ability at Elodie's age. These interactions are likely to have the following effect on Elodie's self-esteem:

A) a positive effect.
B) a negative effect.
C) an unknown effect.
D) contradictory effects, both positive and negative.

Question 19

The first elements of self-concept appear in middle childhood.

Question 20

In middle childhood, signs of depression and breaking school rules suggest that the child:

A) has low self-esteem.
B) has not yet developed self-esteem.
C) has too much self-esteem.
D) is confused about his self-esteem.

Question 21

According to Kohlberg, the following would be an indicator that an older child was advancing to a conventional level of moral development: The child:

A) is obedient to authority to avoid punishment.
B) will do something to get a favor in return
C) is concerned with being nice and gaining approval.
D) asks what her reward will be for doing a good deed.

Question 22

In middle childhood, resolving the task of industry versus inferiority results in a child:

A) internalizing a sense of competence.
B) expecting that others will see him as competent.
C) attaining a strong sense of her future self.
D) achieving the foundation of an ideal self.

Question 23

A developmentalist who works from Carol Gilligan's model would recognize and emphasize the value of a 9-year-old girl emphasizing the value of _______________________ when making a decision.

A) preserving a meaningful relationship with another
B) correcting another's misinformation
C) attending to rules rather than feelings
D) making quick evaluations

Question 24

According to Kohlberg, a developmentalist would conclude that a child is operating at the preconventional level of moral development if she:

A) was focused on what she can "get away with."
B) behaved according to what was most personally satisfying.
C) tried to avoid punishment and get as many rewards as possible.
D) all of the choices

Question 25

According to Erikson, middle childhood is the developmental stage during which students are challenged to gain a sense of industry.

Question 26

Throughout childhood, moral development in girls and boys:

A) proceeds in the same way.
B) proceeds in different ways.
C) may proceed differently; this remains a debate.
D) proceeds in different ways in Western cultures only.

Question 27

According to Erikson, healthy development during middle childhood results in a sense of competence.

Question 28

Sophia is a 9-year-old dancer who is very proud that she has scored very high at every dance competition she has entered. However, before each competition she voices a great deal of self-doubt, often worrying that she won't perform well at all. This is an indication that:

A) her sense of inferiority dominates her sense of competence.
B) she will not be able to resolve the industry versus Inferiority crisis.
C) unresolved psychosocial crises from her past may be interfering with internalizing a sense of competence.
D) due to her raw talent, she does not need to resolve the industry versus inferiority crisis.

Question 29

Sam could read when he was 4 and could do addition and subtraction by the time he was 5. By sixth grade, however, he complained that he didn't understand what the teachers wanted from him, that he felt he was he "stupid," and so he refused to go to middle school. Recognizing his sense of inferiority in the context of knowing Sam's high ability led his teacher to consider that Sam:

A) may have had an undiagnosed learning disability undermining his sense of competence.
B) was angry that his teachers didn't recognize his competence.
C) wanted easier work to feel more competent like he did when he was younger.
D) did not have the ability to achieve competence.

Question 30

Parents are challenged to change their strategies to effectively care for and nurture kids through middle childhood.

Question 31

Children whose parents are disengaged in middle childhood are more likely to be more:

A) irresponsible.
B) immature.
C) less socially skilled.
D) all of the choices

Question 32

When a child who uses autonomous morality asks, "why did you throw the ball that hit me in the head?" she is searching for information that will help her understand:

A) if the other child is good.
B) if the other child is bad.
C) the intentions of the other child.
D) how to punish the other child.

Question 33

Poverty influences development in middle childhood via:

A) restricted access to material assets.
B) assaults on personal dignity.
C) lack of social inclusion.
D) all of the choices

Question 34

A "tween" experiences the world through the lens of both a child and an adolescent.

Question 35

Parents remain an important influence on children's development in middle childhood.

Question 36

Effective parenting in middle childhood involves learning to ________________ less and ________________more.

A) monitor; direct
B) direct; monitor
C) monitor; punish
D) direct; reward

Question 37

Parents who use _____________ are likely to feel more effective in facilitating healthy development through middle childhood.

A) reasoning
B) suggestions
C) neither of these
D) both of these

Question 38

When Martha, a developmentalist, teaches parents how to help scaffold moral development in school-aged children, she suggests that parents and teachers encourage their students to:

A) "consider why someone is doing what he or she is doing."
B) "tell an adult when someone else is bad."
C) "think about the punishment they'll get before they act."
D) "enforce the rules if others don't."

Question 39

According to Kohlberg, it would be rare to observe a precocious child operating at a postconvetional level of moral development. However, a sign of such precocity would be reflected in a child becoming upset when:

A) another child is teased for not celebrating Christmas.
B) she doesn't get the first-place ribbon when she clearly won the race.
C) her side of the story is different from her friend's.
D) her parents expect her to set a good example for her younger siblings.

Question 40

According to Erikson, a child who feels inferior to others is showing the key sign that he is having difficulty resolving the psychosocial crisis of middle childhood.

Question 41

Maintaining the parent-adolescent relationship with the noncustodial parent:

A) is always associated with better adolescent outcomes.
B) is associated with better adolescent outcomes except when neglect or abuse has been established.
C) neither choice
D) both choices

Question 42

Parental divorce has long-lasting, negative effects on child development.

Question 43

Parent education programs benefit adolescents by teaching parents:

A) the value of teens having a healthy relationship with each parent.
B) to limit the amount of conflict and stress to which teens are exposed.
C) how to coparent effectively.
D) all of the choices

Question 44

In the United States, the poverty rate for children ages 0 to 18 hovers around:

A) 2%.
B) 5%.
C) 10%.
D) 20%.

Question 45

A developmental systems view of poverty emphasizes the potential for poverty to indirectly undermine healthy child development by:

A) reducing the chances that a child will eventually drop out of school.
B) increasing risk for homelessness due to foreclosures and evictions.
C) impeding vulnerable groups of people from getting jobs that pay a living wage.
D) all of the choices

Question 46

In the United States, divorce rates are declining, making it less likely that adolescents will experience a parental divorce.

Question 47

Bullying refers to unwanted peer behavior that takes advantage of a power imbalance and occurs multiple times.

Question 48

Over _____ of U.S. adolescents have at least one sibling.

A) 10%
B) 25%
C) 50%
D) 75%

Question 49

Parents engaged in a high-conflict relationship with one another are more likely to use __________________ parenting with adolescent children.

A) mild and inconsistent
B) strict and consistent
C) harsh and inconsistent
D) mild and unpredictable

Question 50

Sibling rivalry can be a feature of relationships in childhood and through adolescence.

Question 51

Developmental science research findings indicate that interparental conflict has a strong, undermining effect on child development.

Question 52

For adolescents, relationships with their siblings have the potential to last the longest across their lifespans.

Question 53

Peer relationships in adolescence tend to be similar in quality to childhood peer relationships.

Question 54

Sibling rivalry tends to:

A) decrease as adolescents become guides and mentors to younger siblings.
B) increase as adolescents become guides and mentors to younger siblings.
C) remain consistent from childhood through adulthood.
D) fluctuate in adolescence as it does in childhood.

Question 55

The quality of adolescents' relationships with their siblings is influenced primarily by:

A) parent-adolescent interactions.
B) sibling temperament.
C) both choices
D) neither choice

Question 56

When Jess was upset about her parents' separation and upcoming divorce, the school counselor recommended that Jess talk to:

A) her father, because fathers are more reasonable during separation and divorce.
B) her mother; because mothers are more reasonable during separation and divorce.
C) a therapist, because parents are often emotionally unavailable during divorce.
D) her brother, because siblings are often supportive during their parents' separation and divorce.

Question 57

Younger children tend to blame themselves for interparental conflict, whereas adolescents tend to:

A) become anxious and worried.
B) become aggressive with others.
C) ask adults for help with their feelings.
D) turn to their peers for support.

Question 58

It is impossible for children living below the poverty line to meet normal developmental milestones, achieve developmental tasks, and succeed at the same rate as their peers who live at or above poverty level.

Question 59

Developmental science research reveals that children raised by same-sex parents have ___________________ experiences and outcomes as children raised by opposite sex parents.

A) the same type of
B) different types of
C) more positive
D) more negative

Question 60

To reduce the negative impact parental divorce has on adolescents, _________________ is a new process that results in a divorce while helping parents limit conflict and focus on positive solutions.

A) collaborative divorce
B) mediation
C) court-ordered separation
D) collaborative

Question 61

Neglected peers are those who receive:

A) many negative votes; few positive votes.
B) few negative votes; few positive votes.
C) many negative votes.
D) few positive or negative votes.

Question 62

School-aged children have a basic emotion vocabulary that allows them to correctly identify facial expressions and behaviors.

Question 63

Resilient children demonstrate positive development in the face of adversity.

Question 64

Popular children are more likely to be:

A) friendly.
B) cooperative.
C) sensitive.
D) all of the choices

Question 65

Self-conscious emotions tend to first appear in middle childhood.

Question 66

An example of a self-conscious emotion that a 9-year-old might experience is:

A) envy.
B) embarrassment.
C) pride.
D) all of the choices

Question 67

The majority of U.S. children can be described as resilient.

Question 68

Eleven-year-old Kaitlyn, who is best known for her amazing vocabulary and writing skills, wanted to __________________ the trophy she won for running in the local 5k, expecting to feel _______________.

A) show her peers; pride
B) show her peers; envied
C) hide the trophy from her peers; shame
D) hide the trophy from her peers; anger

Question 69

Children who have ____________________ tend to have better emotional knowledge.

A) mature cognitive abilities
B) strong verbal skills
C) Both of these choices contribute to emotional knowledge.
D) Neither of these choices contributes to emotional knowledge.

Question 70

Sociometric measurement is useful for measuring peer popularity in middle childhood by:

A) interviewing peers.
B) counting party invitations.
C) recording peer rankings.
D) listening to children's secrets.

Question 71

Through middle childhood, children spend less time with peers in groups and spend more one-on-one time with peers.

Question 72

Aiden wanted to spend his time working on his robotics project every day after school, but he goes to his social skills class to learn how to:

A) express his emotions.
B) reduce the frequency of "meltdowns" he feels when stressed.
C) understand social cues.
D) all of these

Question 73

In elementary school, Sarah held hands with her mom and kissed her good-bye before she went into the classroom. Now, in middle school, Sarah is likely to feel:

A) the same love toward her mother.
B) embarrassed that her peers might call her a "baby."
C) guilty that she refuses to hold hands with her mom.
D) all of the choices

Question 74

Popular children receive:

A) many positive votes; few negative votes.
B) few positive votes; few negative votes.
C) many positive votes.
D) few positive or negative votes.

Question 75

Children tend to attract peer rejection if they act ________________________ with others.

A) assertively
B) aggressively
C) shyly
D) selfishly

Question 76

Rejected peers are those who receive:

A) many negative votes; few positive votes.
B) few negative votes; few positive votes.
C) many negative votes.
D) few positive or negative votes.

Question 77

Art, a sixth grader, has been considered a bully for a number of years. From a developmental perspective we can predict that Art:

A) has been a victim of harsh parenting.
B) wants to be respected and in charge.
C) is disruptive in school.
D) all of the choices

Question 78

Adolescent peer groups become:

A) larger.
B) more diverse.
C) private (low adult supervision).
D) all of these choices

Question 79

Emotions reach peak complexity by the time children reach school age.

Question 80

Emotions gain complexity when children begin to recognize that their:

A) behaviors are observed by others.
B) behaviors can be judged as good or bad.
C) feelings can be recognized by others.
D) behaviors can be judged as good or bad.