BIOL 102 Chapter 10 Study guide latest 2020 - Liberty University / BIOL 102 Chapter 10 Study guide latest 2020

BIOL 102 Chapter 10 Study guide latest 2020 - Liberty University Chapter 10 Social and Personality Development in Middle Childhood CHAPTER OUTLINE The Developing Self
Psychosocial Development in Middle Childhood ...

BIOL 102 Chapter 10 Study guide latest 2020 - Liberty University Chapter 10 Social and Personality Development in Middle Childhood CHAPTER OUTLINE The Developing Self
Psychosocial Development in Middle Childhood: Industry versus Inferiority
Understanding One's Self: A New Response to “Who Am I?”
Self-Esteem: Developing a Positive – or Negative – View of Oneself
Moral Development Relationship: Building Friendship in Middle Childhood
Stages of Friendship: Changing Views of Friends
Individual Differences in Friendship: What Makes a Child Popular?
Bullying: Schoolyard and Online Victimization
Gender and Friendships: The Sex Segregation of Middle Childhood
Cross-Race Friendships: Integration In and Out of the Classroom Family and School: Shaping Children's Behavior in Middle Childhood
Family: The Changing Home Environment
School: The Academic Environment LEARNING OBJECTIVES After you have read and studied this chapter, you should be able to answer the following questions. 1. In what ways do children’s views of themselves change during middle childhood? 2. Why is self-esteem important during these years? 3. How does children’s sense of right and wrong change as children age? 4. What sorts of relationships and friendships are typical of middle childhood? 5. How do gender and ethnicity affect friendships? 6. How do today’s diverse family and care arrangements affect children? 7. How do children’s social and emotional lives affect their school performance? PRACTICE TEST – PRETEST Circle the correct answer for each of the following multiple choice questions and check your answers with the Answer Key at the end of this chapter. 1. Comparing ourselves to others in the areas of behavior, abilities, expertise, and opinions is called a. attributions. c. social competence. b. social comparison. d. social problem solving.151 2. Vera’s belief that she is a good soccer player, but not good at singing refers to her a. self-esteem. c. coregulation. b. status. d. social reality. 3. Reward and punishment are most important to people in which of Kohlberg’s levels of morality? a. preconventional c. postconventional b. conventional d. formal operational thought 4. A student who decides not to cheat on an exam because he thinks he would feel guilty reasons at the ________ level of morality. a. preconventional c. postconventional b. conventional d. formal operational thought 5. Higher status children are more likely to a. form cliques. c. play with less popular children. b. play with younger children. d. interact with fewer children. 6. What theory provides an explanation of the complex relationship between self-esteem and minority group status? a. information processing approach c. social cognitive theory b. peer identity theory d. social identity theory 7. Social problem solving begins with a. choosing a response. b. finding and identifying relevant social cues. d. determining possible problem-solving responses. d. evaluating responses and their probable consequences. 8. What percent of children in the United States will pass through childhood living with both of their parents, each of whom has been married only one time? a. 25% c. 75% b. 50% d. 85% 9. According to Weiner, attributions have all of the following dimensions EXCEPT a. internal-external. c. stable-unstable. b. rigid-flexible. d. controllable-uncontrollable. 10. When an expectation helps bring about the predicted event, which then strengthens the expectation, a _____ has occurred. a. motivation c. goal strategy b. expectation d. self-fulfilling prophecy 11. The cycle of behavior in which a teacher transmits an expectation about a child and thereby actually brings about the expected behavior is called a. social comparison. c. teacher expectancy effect. b. social competence. d. maladaptive attributional pattern. 12. Children who let themselves into their homes after school and wait alone until their caretakers return from work are known as a. dropoff children. c. workforce children. b. self-care children. d. empty nest children.152 13. During middle childhood, there is a shift in self-understanding to a a. more external view. b. greater emphasis on physical attributes. c. greater emphasis on psychological traits. d. concern for intellectual abilities. 14. Children tend to make downward social comparisons a. until 6 years of age. c. to avoid being asked to achieve. b. throughout childhood. d. to protect their self-image. 15. According to social identity theory, members of a minority group a. traditionally prefer members of the majority group to those of their own group. b. have similar self-esteem as the majority group if they blame society for the prejudice they experience. c. typically blame themselves for the prejudice they experience. d. usually identify most strongly with the majority group. 16. According to Kohlberg’s theory the fifth stage of development is a. good-boy morality. b. morality of contract, individual rights, and democratically accepted laws. c. reward orientation. d. obedience and punishment orientation. 17. According to Gilligan, the second state of moral development is a. postconventional morality. b. orientation toward individual survival. c. goodness as self-sacrifice. d. morality of nonviolence. 18. Given their dominance hierarchy, what type of play do many school-age boys engage in? a. parallel c. restrictive play b. nonsocial play d. constructive play 19. According to Carole Beal, the motivation of girls to solve social conflicts indirectly stems from a. a lack of self-confidence. b. apprehension over the use of direct approaches. c. an inability to be confrontational. d. a goal to maintain equal status relationships. 20. The good adjustment of children whose parents both work is related to a. the psychological adjustment of the mother. b. family finances. c. whether the family lives in a rural or urban environment. d. the number of children in the family. KEY NAMES Match the following names with the most accurate description and check your answers with the Answer Key at the end of this chapter. 1. ___ William Damon a. Asian academic success 2. ___ Kenneth Dodge b. attributions 3. ___ Erik Erikson c. emotional intelligence153 4. ___ Leon Festinger d. industry versus inferiority 5. ___ Carol Gilligan e. moral development in girls 6. ___ Daniel Goleman f. preconventional morality 7. ___ Lawrence Kohlberg g. social problem solving 8. ___ Harold Stevenson h. social reality 9. ___ Bernard Weiner i. stages of friendship - - - - - - - - - - - - - - - PRACTICE TEST – POST TEST Circle the correct answer for each of the following multiple choice questions and check your answers with the Answer Key at the end of this chapter. 1. The psychosocial stage of middle childhood is a. trust versus mistrust. c. industry versus inferiority. b. initiative versus guilt. d. autonomy versus shame and doubt. 2. The self-esteem of most children tends to increase during middle childhood, with a brief decline around the age of a. 7. c. 10. b. 8. d. 12.162 3. A group of students participate in sit-in demonstrations to support a belief about which they feel very strongly. They believe the quality of life for everyone in the world is impacted. They are operating at what stage of moral development? a. reward and punishment b. obedience and punishment orientation c. authority and social-order-maintaining morality d. morality of individual principles and conscience 4. Gilligan’s research on women's moral reasoning indicates that it is based on the concept of a. justice. c. punishment. b. equality. d. compassion. 5. Which of the following is NOT a way to deal with schoolyard bullies? a. teaching verbal skills to diffuse situations b. encouraging victims to take responsibility for the bullying behavior c. encouraging involvement with activities with other students d. encouraging the development of self-confidence 6. Sarah has developed a collection of social skills that permit her to perform successfully in social settings. She has achieved a. social status. c. social competence. b. social identity. d. social comparisons. 7. Compared to girls during middle childhood, boys tend to a. have less concern for their status. c. play more often in pairs. b. have a smaller network of friends. d. develop a dominance hierarchy. 8. A family that includes a husband and wife and at least one stepchild living with them is called a a. mixed family. c. blended family. b. neutral family. d. full nest family. 9. All of the following are ways to increase social competence EXCEPT a. encouraging social interactions. b. teaching conversational skills. c. asking children to choose teams and groups publicly. d. teaching listening skills. 10. In what country are people more likely to attribute school performance to stable, internal causes? a. Japan c. England b. China d. United States 11. What dimension is related to esteem-related emotions? a. nature-nurture c. internal-external b. stable-unstable d. controllable-uncontrollable 12. A group of unpopular fifth and sixth graders were taught the skills that underlie social competence. Compared with a group of children who did not receive such training, the children who were in the experiment were a. less accepted by their peers than before training. b. more accepted by their peers than before training. c. accepted by their peers in the same way as before training. d. accepted by their teachers in the same way as before training. 13. Middle childhood marks a period of _____ in which children and parents jointly control behavior. a. coregulation c. initiative b. autonomy d. self-care163 14. Which parenting style is most likely to promote a child’s self-esteem? a. authoritative c. permissive b. authoritarian d. uninvolved 15. In the United States, children in middle childhood from immigrant families a. tend to emphasize individualism. b. have negative adjustment. c. feel an obligation to their families to succeed. d. pick up undesirable American behaviors. 16. Kohlberg’s theory has been criticized because his research subjects were primarily a. female. c. below the age of 10 years. b. from Western cultures. d. minority groups. 17. In the second stage of friendship, children a. see friends as others who like them and share toys and activities. b. are 4 to 7 years of age. c. believe that mutual trust is the centerpiece of friendship. d. hold intimacy and loyalty as the main criteria of friendship. 18. Gender segregation of friendships during middle childhood a. is rarely found in nonindustrialized societies. b. only occurs when boys are assigned different activities than girls. c. helps to emphasize the clear boundaries that exist between the two sexes. d. is something parents should discourage. 19. Which of the following siblings will experience the most intense sibling rivalry? a. Moisha who is 5 years old and her 9-year-old brother b. Sharon who is 7 years old and Sara who is 8 years old c. Roger and Cathy who are treated equally by their parents d. Miguel who is 12 years old and his 5-year-old sister 20. Which of the following is an accurate statement concerning children’s reaction to their parents’ divorce? a. Severe maladjustment will last from 2 to 4 years. b. The quality of the mother-child relationship improves. c. Children often blame themselves for the breakup. d. Children under the age of 8 years feel they must take sides. LEARNING OBJECTIVES REVISITED 1. In what ways do children’s views of themselves change during middle childhood? • According to Erikson, children in the middle childhood years are in the industry-versus-inferiority stage, focusing on achieving competence and responding to a wide range of personal challenges. • Children in the middle childhood years begin to view themselves in terms of psychological characteristics and to differentiate their self-concepts into separate areas. They use social comparison to evaluate their behavior, abilities, expertise, and opinions 2. Why is self-esteem important during these years? • Children in these years are developing self-esteem; those with chronically low self-esteem can become trapped in a cycle of failure in which low self-esteem feeds on itself by producing low expectations and poor performance.164 3. How does children’s sense of right and wrong change as children age? • According to Kohlberg, people pass from preconventional morality (motivated by rewards and punishments), through conventional morality (motivated by social reference), to postconventional morality (motivated by a sense of universal moral principles). Gilligan has sketched out an alternative progression for girls, from an orientation toward individual survival, through goodness as self-sacrifice, to the morality of nonviolence. 4. What sorts of relationships and friendships are typical of middle childhood? • Children’s friendships display status hierarchies, and their understanding of friendship passes through stages, from a focus on mutual liking and time spent together, through the consideration of personal traits and the rewards that friendship provides, to an appreciation of intimacy and loyalty. • Popularity in children is related to traits that underlie social competence. Because of the importance of social interactions and friendships, developmental researchers have engaged in efforts to improve social problem-solving skills and the processing of social information. 5. How do gender and ethnicity affect friendships? • Boys and girls in middle childhood increasingly prefer same-gender friendships. Male friendships are characterized by groups, status hierarchies, and restrictive play. Female friendships tend to involve one or two close relationships, equal status, and a reliance on cooperation. • Cross-race friendships diminish in frequency as children age. Equal-status interactions among members of different racial groups can lead to improved understanding, mutual respect and acceptance, and a decreased tendency to stereotype. 6. How do today’s diverse family and care arrangements affect children? • Children in families in which both parents work outside the home generally fare well. Self-care children who fend for themselves after school may develop independence and a sense of competence and contribution. • Immediately after a divorce, the effects on children in the middle childhood years can be serious, depending on the financial condition of the family and the hostility level between spouses before the divorce. • The consequences of living in a single-parent family depend on the financial condition of the family and, if there had been two parents, the level of hostility that existed between them. Blended families present challenges to the child but can also offer opportunities for increased social interaction. • Children in group care tend to have been victims of neglect and abuse. Many can be helped and placed with their own or other families, but about 25% of them will spend their childhood years in group care. 7. How do children’s social and emotional lives affect their school performance? • People attach attributions to their academic successes and failures. Differences in attributional patterns are not only individual, but appear to be influenced by culture and gender as well. • The expectancies of others, particularly teachers, can produce outcomes that conform to those expectancies by leading students to modify their behavior. • Emotional intelligence is the set of skills that permits people to manage their emotions effectively.