8 Flashcards
1
Q
Compared with relationships with adults, relationships with peers are: (a) less close (b) less free (c) less equal (d) more equal
A
(d) *more equal
2
Q
Relationships with peers: (a) are less likely to involve conflict and shared positive emotions than relationships with adults (b) offer children new opportunities for interpersonal exploration (c) inhibit the growth of social competence (d) are usually conflict free
A
(b) *offer children new opportunities for interpersonal exploration
3
Q
The term used to describe children of roughly the same age is: (a) a clique (b) a crowd (c) friends (d) peers
A
(d) *peers
4
Q
The term used to describe peers with whom the child has a special relationship: (a) a clique (b) a crowd (c) friends (d) peers
A
(c) *friends
5
Q
- During the first 6 months of life babies look at each other and are responsive to each other’s behaviors. These behaviors are not truly social because: (a) there is no communication (b) there is no recognition of the peer as a social partner (c) there is no verbal communication (d) the child has not developed a sense of self
A
b) *there is no recognition of the peer as a social partner
6
Q
At what age are interactions with peers characterized by touching and looking at peers and responding to peers crying? (a) 0-6 months (b) 6-12 months (c) 1-2 years (d) 2-3 years
A
(a) 0-6 months
7
Q
At what age are interactions with peers characterized by a stable preference for same-gender
playmates and a main friendship goal of coordinated and successful play? (a) 2-3 years (b) 4-5
years (c) 6-7 years (d) 7-9 years
A
(c) *6-7 years
8
Q
Make-believe activity in which objects are used symbolically is called: (a) parallel play (b) pretend play (c) cooperative play (d) associative play
A
(b) *pretend play
9
Q
- Interaction in which young children share toys, materials, and sometimes conversation but are not engaged in a joint project is termed: (a) parallel play (b) pretend play (c) cooperative play (d) associative play
A
10
Q
Interaction in which young children share goals and work together to achieve them is labeled: (a) parallel play (b) pretend play (c) cooperative play (d) associative play
A
(c) *cooperative play
11
Q
Interaction in which young children are doing the same thing, often side by side, but are not
engaged with each other has been described as: (a) parallel play (b) pretend play (c) cooperative
play (d) associative play
A
(a) parallel play
12
Q
Pretend play: (a) is particularly important in the development of academic competence in early childhood (b) permits children to experience the roles and feelings of others (c) hinders children’s capacity to function as part of a social group (d) all of the above
A
(b) *permits children to experience the roles and feelings of others
13
Q
At its peak, pretend play involves: (a) highly coordinated fantasies (b) slow transitions between multiple roles (c) standardized or routine-guided transformations of objects and situations (d) all of the above
A
(a) highly coordinated fantasies
14
Q
Pretend play is most common in: (a) Mexico (b) India (c) *the U.S. (d) Russia
A
(c) *the U.S.
15
Q
- The nature of peer interactions from 1 to 12 years includes increases in: (a) physical aggression (b) egotistic behavior (c) generosity (d) both a and b
A
(c) *generosity
16
Q
Which of the following is true regarding the importance of peers’ gender: (a) up to age 7, children are equally likely to choose same-gender or opposite-gender companions for play (b) up to age 3 or 4, boys and girls increasingly choose playmates of the same gender and exclude children of the other gender (c) there are no exceptions to the gender-exclusivity rule (d) after ages 5 or 6 children choose same gender play partners
A
(d) *after ages 5 or 6 children choose same gender play partners
17
Q
Compared with girls’ play, boys’ play: (a) is less structured (b) involves exchange of more information (c) is less intimate (d) usually involves one other person
A
(c) *is less intimate
18
Q
n mixed-gender groups: (a) boys are less competitive than in dyads (b) girls are less competitive than in dyads (c) girls become more active and boisterous than in same-gender groups (d) girls and boys adopt play styles that are the same as in same gender groups
A
(c) *girls become more active and boisterous than in same-gender groups
19
Q
Interactions with peers during adolescence: (a) are more infrequent than interactions with adults (b) are under relatively limited adult guidance (c) are equally salient across cultures (d) always involve members of the opposite gender
A
(b) *are under relatively limited adult guidance
20
Q
During interactions with peers during adolescence peers are especially likely to influence: (a)
adolescents’ educational plans (b) adolescents’ religious beliefs (c) whether the adolescent uses
controlled substances (d) adolescents’ level of volunteer work
A
(c) *whether the adolescent uses
controlled substances
21
Q
Which of the following is true regarding peers acting as social models: (a) children as young as 2 years old imitate each other (b) older children learn about social rules by watching their peers (c) peer models can be positive or negative (d) all of the above
A
(d) *all of the above
22
Q
Children are more likely to imitate peers who are: (a) same-age (b) of equal status (c) more prestigious (d) opposite gender
A
(c) *more prestigious
23
Q
The term used to describe peers actively reinforcing each others’ behavior through rewards and punishments is: (a) social comparison (b) modeling (c) homophily (d) peer pressure
A
(d) *peer pressure
24
Q
The process by which people evaluate their own abilities, values, and other qualities by comparing themselves with others, usually their peers is: (a) social comparison (b) modeling (c) homophily (d) peer pressure
A
(a) *social comparison
25
The importance of cultural contexts in peer behaviors is exemplified by the finding that: (a) regardless of age, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them (b) for younger children, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them (c) for older children, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them (d) for girls, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them
(b) *for younger children, U.S. children reject peers who are shy and sensitive, whereas Chinese children accept them
26
Youngsters who are liked by many peers and disliked by very few are labeled: (a) controversial (b) secure (c) dominant (d) popular
(d) *popular
27
Youngsters who have some friends but who are not as well liked as popular children are labeled: (a) controversial (b) secure (c) dominant (d) average
(d) *average
28
Youngsters who are often socially isolated and, although they are not necessarily disliked,
have few friends are labeled: (a) controversial (b) neglected (c) rejected (d) average
(b) *neglected
29
Youngsters who are liked by many peers but also disliked by many are labeled: (a) controversial (b) neglected (c) rejected (d) bullies
(a) *controversial
30
Youngsters who are disliked by many peers and liked by few are labeled: (a) controversial (b) neglected (c) rejected (d) none of the above
(c) *rejected
31
A procedure for determining a child’s status within his or her peer group in which each child in the group either nominates others whom she or he likes best and least or rates each child in the group for desirability as a companion is termed: (a) social comparison (b) sociometric technique (c) perceived popularity (d) dominance hierarchy
(b) *sociometric technique
32
Youngsters who are not accepted by their peers because of their low level of self-control and high level of aggression are labeled: (a) controversial (b) neglected (c) nonaggressive-rejected (d) aggressive-rejected
(d) *aggressive-rejected
33
Youngsters who are excluded by their peers and who tend to be anxious, withdrawn, and socially unskilled are labeled: (a) controversial (b) neglected (c) nonaggressive-rejected (d) aggressive-rejected
(c) *nonaggressive-rejected
34
When asked to decide how to solve a social dilemma involving anther child in a video, youngsters who were rated as less socially competent by their teachers were observed to: (a) generate too many competent responses to choose from (b) choose appropriate responses but not execute them (c) be good at noticing and interpreting cues correctly (d) none of the above
(d) *none of the above
35
Which of the following accurately describes the association between deficits in social
understanding and actual peer rejection? (a) deficits in social understanding do not predict peer
rejection (b) peer rejection does not predict deficits in social understanding (c) there is no
association between deficits in social understanding and actual peer rejection (d) deficits in
social understanding predict children’s level of social rejection
(d) *deficits in
social understanding predict children’s level of social rejection
36
A strength of the step-by-step social information processing approach is the following: (a) children do not always respond reflexively and methodically (b) children make many social decisions outside of conscious awareness (c) the model accounts for behavior in new or ambiguous situations (d) the model is useful for assessing children with difficult temperaments
(c) *the model accounts for behavior in new or ambiguous situations
37
A weakness of the step-by-step social information processing approach is the following: (a) the model does not apply to children who are temperamentally more reflective and rational (b) children sometimes make social decisions without conscious awareness (c) the model is not useful for describing children’s behavior in new or ambiguous situations (d) assessing the steps involved in the approach is difficult
(b) *children sometimes make social decisions without conscious awareness
38
Acceptance by peers is more likely when: (a) the child is more physically attractive (b) the
child has a unique name or clothing that sets him or her apart and therefore focuses positive peer
attention (c) the child pursues low-cost indirect social goals (d) the child suffers from a physical
or mental handicap, because classmates feel sympathetic
(a) *the child is more physically attractive
39
Peer rejection is worse when the school-age child: (a) is rejected by a casual acquaintance as opposed to a close friend or family member (b) approaches social situations as an opportunity to learn things instead of an evaluation of his or her ‘okayness’ (c) lacks social support (d) is rejected by children of the opposite gender
(c) *lacks social support
40
Studies of the neurological bases of social pain find that in terms of fMRI patterns: (a) social pain activates the area that is linked to the uncomfortable feeling of physical pain (b) social pain activates the area that is linked to regulating feelings of physical pain (c) reactions to being rejected in a virtual environment are similar to reactions to social rejection in the real world (d) all of the above
(d) *all of the above
41
Studies of rejection and loneliness suggest that: (a) aggressive-rejected children typically feel
lonelier than nonaggressive-rejected children (b) rejected children who have at least one friend
are less lonely than those who are totally friendless (c) rejection is not associated with other
outcomes beyond loneliness (d) loneliness is reduced only if the rejected child has two or more
friends
(b) *rejected children who have at least one friend
are less lonely than those who are totally friendless
42
A relationship of shared dislike between two people is termed: (a) dominance hierarchy (b) social antagonism (c) mutual antipathy (d) dyadic antagonism
(c) *mutual antipathy
43
Research on mutual antipathies finds that: (a) girls are more likely than boys to have mutual dislikes with same-gender peers (b) boys who have same-gender mutual antipathies at age 10 are more likely to have problems with substance addiction and delinquency (c) boys who have same-gender mutual antipathies at age 10 are more likely to have lower achievement (d) mutual antipathies have no long term consequences for children’s adjustment
b) *boys who have same-gender mutual antipathies at age 10 are more likely to have problems with substance addiction and delinquency
44
The tendency to interpret peers’ behavior on the basis of past encounters and feelings is called: (a) social comparison (b) social antagonism (c) negative gossip (d) reputational bias
(d) *reputational bias
45
Which of the following is accurate regarding peer status stability? (a) the child’s reputation does not contribute to stability in peer status (b) the child’s behaviors do not contribute to stability in peer status (c) the child’s characteristics do not contribute to stability in peer status (d) rejected children have the most stable peer status across time
(d) *rejected children have the most stable peer status across time
46
Which of the following is not a way in which parents help children develop better peer relationships? (a) parents are teachers (b) parents are coaches (c) parents are replacements (d) parents are social arrangers
(c) *parents are replacements
47
Parents indirectly contribute to children’s peer relationships through: (a) their warmth and acceptance (b) their negative and controlling behavior (c) the quality of attachment with the child (d) all of the above
(d) *all of the above
48
Specific social skills that children learn through interactions with their parents include: (a) displaying emotions (b) making accurate judgments about peoples’ intentions and behaviors (c) gaining an understanding of social networks (d) the best ways to compete with other children
(b) *making accurate judgments about peoples’ intentions and behaviors
49
Which of the following is not accurate regarding parents’ contribution to children’s social understanding: (a) the ability to encode and decode emotional signals is acquired to some extent in the context of parent-child play (b) only mothers make a clear contribution to their children’s social understanding (c) parent responsiveness and warmth predict children’s attentional abilities and, in turn, higher peer competence (d) parents teach their children working models of social relationships
(b) *only mothers make a clear contribution to their children’s social understanding
50
Children are thought to transfer the strategies they acquire in the family to their interactions with peers via: (a) internal mental representations (b) working models (c) scripts or cognitive maps (d) all of the above
(d) *all of the above
51
Parents who coach their children are particularly effective when: (a) parents themselves are
socially skilled (b) parents do not appeal to prepared scripts (c) parents are physically present
during the interaction with peers (d) parents are in happy marriages
(a) *parents themselves are
socially skilled
52
If you hoped to establish good relations with a new peer group, the wisest strategy might be: (a) to avoid others' bids for attention at first, thus playing somewhat "hard to get" (b) to immediately introduce yourself to these peers and win acceptance by noting your previous accomplishments (c) to observe the aggregation, understand its activities, and slowly work your way into the group (d) to gain status immediately by challenging the group leader to prove his/her worth to you
(c) *to observe the aggregation, understand its activities, and slowly work your way into the group
53
When coaching their children, mothers of children with high peer status: (a) suggest positive social strategies (b) suggest fewer rule-oriented strategies (c) suggest avoidance strategies (e.g., ignore peers’ unfriendly behavior) (d) suggest assertive, dominant strategies
(a) *suggest positive social strategies
54
When coaching their children during a game with peers, mothers of children with low peer status often: (a) take control of the game (b) disrupt the child’s play (c) avoid supervising the group (d) all of the above
(d) *all of the above
55
Which of the following statements regarding neighborhood characteristics and peer relations is not accurate: (a) parents help children by selecting housing where there are suitable playmates (b) parents help children by selecting housing where there is less poverty (c) parents help children by selecting housing where there are good play facilities (d) parents help children by selecting housing where there is less violence
b) *parents help children by selecting housing where there is less poverty
56
When parents arrange social activities for very young children: (a) children end up with a smaller group of playmates (b) children are less capable of making friends themselves (c) children are better liked by their peers (d) children resent their parent’s intrusion in their social lives
(c) *children are better liked by their peers
57
Which of the following is accurate regarding parent monitoring of children’s activities? (a) monitoring is solely the parents’ responsibility (b) monitoring becomes less important in adolescence (c) parents are less likely to know about their children’s activities if the children are sociable (d) successful monitoring requires parents to be realistic about their children’s ability to take responsibility and regulate their impulses
(d) *successful monitoring requires parents to be realistic about their children’s ability to take responsibility and regulate their impulses
58
Which of the following is accurate regarding peer rejection of abused children? (a) parental abuse is equally detrimental to peer acceptance regardless of severity or duration (b) parent abuse affects children’s capacity to form friendships but not their capacity to maintain friendships (c) abused children have difficulty especially if the abuse occurred during the preschool years (d) abused children are rejected because of their superior emotion recognition skills
(c) *abused children have difficulty especially if the abuse occurred during the preschool years
59
interventions designed to help children who are lonely have focused on communication with
peers including: (a) asking questions in a positive tone (b) waiting for peers to offer suggestions
(c) replacing general statements of support with focused expressions of the child’s goals (d)
hovering at the edge of a social group they wish to join
(a) *asking questions in a positive tone
60
Interventions in which children are assigned to either a learning goal condition or a performance goal condition suggest that: (a) the children given the learning goal are more persistent and successful because of higher social self-efficacy (b) the children given the learninggoal are more persistent and successful because of higher peer acceptance (c) the children given the performance goal are more persistent and successful because of higher social self-efficacy (d) the children given the performance goal are more persistent and successful because of higher peer acceptance
(a) *the children given the learning goal are more persistent and successful because of higher social self-efficacy
61
Rejected children can be helped to increase their social competence by: (a) repeated exposure to global, generalized messages about social skills (b) learning to seek support and validation for their own ideas (c) playing games and sports (d) hanging around other rejected children
(c) *playing games and sports
62
Researchers trying to improve children’s social acceptance: (a) do not focus on the accompanying deficits in attention, self-regulation, and academics because these decrease the effectiveness of their interventions (b) do not focus on the accompanying deficits in attention, self-regulation, and academics because these may enhance the effectiveness of their interventions, but make it difficult to identify the actual mechanism of change (c) focus on the accompanying deficits in attention, self-regulation, and academics because these are easier to improve than social acceptance (d) focus on the accompanying deficits in attention, self- regulation, and academics because these enhance the effectiveness of their interventions
(d) *focus on the accompanying deficits in attention, self-regulation, and academics because these enhance the effectiveness of their interventions
63
Unpopular children can improve their social skills and experience peer acceptance by: (a) limiting their interactions to same-age peers (b) limiting their interactions to same-sex peers (c) transitioning from elementary school to middle school (d) limiting their interactions to older peers
(c) *transitioning from elementary school to middle school
64
The tendency of individuals to associate and bond with others who are similar to them is
described as: (a) a clique (b) a gang (c) social comparison (d) homophily
(d) *homophily
65
Children who are more successful at forming friendships have more advanced: (a) perspective-taking ability (b) understanding of other people’s intentions and emotions (c) regulation of their own emotional states (d) all of the above
(d) *all of the above
66
Which of the following is true regarding preschool children’s friendships? (a) children’s behavior towards friends and non-friends is actually quite similar (b) children direct more social overtures towards non-friends in an effort to establish new friendships (c) children understand that friends will keep playing even if disagreements arise and consequently tend to cooperate more with non-friends (d) as many as one-quarter of children do not form friendships
(d) *as many as one-quarter of children do not form friendships
67
Adverse or detrimental information shared about another child with a peer: (a) dominance hierarchy (b) mutual antipathy (c) negative gossip (d) reputational antipathy
(c) *negative gossip
68
The honest sharing of information of a very personal nature, often with a focus on problem-solving, is a central means by which adolescents and others develop friendships. This is called: (a) self-exploration (b) self-disclosure (c) facilitative gossip (d) verbal intimacy
(b) *self-disclosure
69
The correct developmental sequence in the stages of expectations of friends is: (a) normative, reward-cost, empathic (b) empathic, reward-cost, normative (c) reward-cost, normative, empathic (d) empathic, normative, reward-cost
(c) *reward-cost, normative, empathic
70
The stage of friendship expectations characterized by an expectation of similar values and attitudes towards rules and sanctions (but not necessarily a wider range of topics) is: (a) normative (b) empathic (c) facilitative (d) reward-cost
(d) *reward-cost
71
The peer relationships formed by the Jewish children at Bulldog Banks during World War II
showed that: (a) children without friends suffer serious developmental problems that are not
easily reversed (b) although children without friends suffer serious developmental problems,
these are easily reversed by acquiring friends (c) children’s friendships can provide fun and
games in a stressful environment (d) children’s friendships can provide comfort and care
(d) *children’s friendships can provide comfort and care
72
The friendship patterns represented by children who engaged in playful teasing at summer camp were: (a) friendless and declining (b) static and growing (c) rotating and declining (d) friendless and growing
(c) *rotating and declining
73
Gender differences in friendship behaviors include: (a) boys’ same-gender friendships are more fragile than girls (b) unlike girls, boys tend to form their friendships in isolation from the larger group (c) in girls’ friendships there is more conversation about personal problems and negative feelings (d) girls prefer to interact with a large group of friends rather than friendship dyads
(c) *in girls’ friendships there is more conversation about personal problems and negative feelings
74
The cluster of peer acquaintances who are familiar with and interact with one another at different times for common play or task-oriented purposes is labeled: (a) social system (b) crowd (c) clique (d) peer group network
(d) *peer group network
75
An ordering of individuals in a group from most to least dominant is referred to as a/an: (a) ordered social ladder (b) dominance hierarchy (c) social influence structure (d) peer group network
(b) *dominance hierarchy
76
A peer group formed on the basis of friendship is called a: (a) social system (b) crowd (c) clique (d) peer group network
(c) *clique
77
A collection of people whom others have stereotyped on the basis of their perceived shared attitudes or activities is called a: (a) social system (b) crowd (c) clique (d) peer group network
(b) *crowd
78
A group of adolescents or adults who form an allegiance for a common purpose: (a) social system (b) combination (c) clique (d) gang
(d) *gang
79
Children who end up in gangs in adolescence or adulthood are more likely to: (a) have
neglectful parents (b) come from dysfunctional families (c) live in communities surrounded by
drugs and crime (d) all of the above
(d) *all of the above
80
In research by Eccles and her colleagues, 10th graders who identified themselves as _________ were found to have the most financial success when assessed again at age 24: (a) basket-cases (b) brains (c) princesses (d) jocks
d) *jocks
