367
d. Troy, whose parents are involved in his extra–curricular activities
Chapter Module: Self-Esteem
11.75 Who is likely to have the highest self-esteem?
a. John, who works hard in school
b. David, who has trouble getting along with his peers
c. Dustin, who doesn’t participate in extracurricular activities
d. James, who often has disciplinary problems
Chapter Module: Self-Esteem
11.76 Children are more likely to have higher levels of self-esteem if
a. they are provided with negative feedback from their peers.
b. their parents do not set rules for them.
c. they believe that their peers think highly of them.
d. their parents do not discuss rules and discipline with them.
Chapter Module: Self-Esteem
11.77 What advice would you give teachers to help them enhance their students’ self-esteem?
a. Don’t expect children to work to the best of their ability.
b. Show interest in your students’ progress.
c. Discourage children from participating in extracurricular activities.
d. Don’t listen to most of what your students say to you.
Chapter Module: Self-Esteem
11.78 Because Danielle, a junior high school student, has low self-esteem, she is
a. likely to get along well with peers.
b. unlikely to become depressed.
c. unlikely to be involved in bully and aggressive behavior.
d. likely to do poorly in school.
Chapter Module: Self-Esteem
11.79 Compared to other children, children with low self-esteem
a. are likely to have good relations with peers.
b. are more prone to psychological disorders such as depression.
c. are less likely to be involved in antisocial behavior.
d. are more likely to do well in school.
Chapter Module: Self-Esteem
11.80 Which of the following is 7-year-old Megan LEAST likely to say when describing a person?
a. “She has brown hair.” c. “She has a swingset.”
b. “She lives next door to me.” d. “She is friendly.”
Chapter Module: Understanding Others
11.81 Young children’s descriptions of other people tend to focus on
a. abstract traits. c. concrete traits.
b. psychological traits. d. integrating contradictory traits.
Chapter Module: Understanding Others
11.82 As children mature, their descriptions of others
a. become more concrete.
b. are more likely to include psychological traits.
c. become simpler.
d. are more likely to include references to possessions.
Chapter Module: Understanding Others
11.83 As children develop, the progression in how they describe others goes from emphasizing
a. concrete traits to including psychological traits, and finally, to integrating traits.
b. an integration of traits to focusing on psychological traits and, finally, to focusing on concrete traits.
c. concrete traits to integrating traits and, finally, to including psychological traits.
d. psychological traits to focusing on concrete traits and, finally, to integrating traits.
Chapter Module: Understanding Others
11.84 Selman’s perspective-taking theory is based on assumptions from __________ theory.
a. Piaget’s c. psychodynamic
b. Vygotsky’s d. social learning
Chapter Module: Understanding Others
369
11.85 Three-year-old Caitlin knows that she and other people can have different thoughts and feelings, but she often
confuses the two. Caitlin appears to be in Selman’s __________ stage of perspective taking.
a. self-reflective c. social-informational
b. societal d. undifferentiated
Chapter Module: Understanding Others
11.86 If a child says that his mother won’t mind that he took cookies from the cookie jar because she likes cookies,
then the child is in Selman’s __________ stage.
a. undifferentiated c. self-reflective
b. social-informational d. third-person
Chapter Module: Understanding Others
11.87 During Selman’s __________ stage of perspective-taking, children know that perspectives differ because
people have access to different information.
a. undifferentiated c. social-informational
b. third-person d. societal
Chapter Module: Understanding Others
11.88 In Selman’s __________ stage of perspective–taking, children can step into another’s shoes and view
themselves as others do.
a. self-reflective c. third-person
b. social-informational d. societal
Chapter Module: Understanding Others
11.89 A child who can step outside the immediate situation to see how they and another person would be seen from
the perspective of a neutral third party is in Selman’s __________ stage.
a. undifferentiated c. self-reflective
b. social-informational d. third-person
Chapter Module: Understanding Others
11.90 Fifteen-year-old Gerald realizes that a third person’s perspective is influenced by broader personal, social, and
cultural contexts. Gerald is in Selman’s __________ stage of perspective-taking.
a. social-informational c. societal
370
b. self-reflective d. third-person
Chapter Module: Understanding Others
11.91 Which of the following shows the proper sequence of Selman’s stages of perspective-taking?
a. undifferentiated, self-reflective, societal, third-person, social-informational
b. undifferentiated, social-informational, societal, third-person, self-reflective
c. social-informational, self-reflective, third-person, societal, undifferentiated
d. undifferentiated, social-informational, self-reflective, third-person, societal
Chapter Module: Understanding Others
11.92 Children with more advanced perspective-taking skills
a. are younger than children with less advanced skills.
b. are at lower cognitive levels.
c. are typically well-liked by their peers.
d. are more likely to have negative interactions with peers.
Chapter Module: Understanding Others
11.93 Greg has more advanced perspective-taking skills than Simon. Which of the following would you expect
to find?
a. Greg and Simon are at the same cognitive level.
b. Simon is older than Greg.
c. Simon gets along better with his peers than Greg does.
d. Greg has more positive interactions with his peers than Simon does.
Chapter Module: Understanding Others
11.94 __________ is a typically negative view of others based on their membership in a specific group.
a. Specification c. Prejudice
b. Perspective-taking d. Egocentrism
Chapter Module: Understanding Others
11.95 Brandon is a 5-year-old Hispanic American male. Which of the following traits is he LEAST likely to
attribute to members of his own ethnic group?
a. being smart c. being mean
b. being friendly d. being good
Chapter Module: Understanding Others
11.96 Prejudice
a. is lowest in preschoolers.
b. increases as children understand that people in social groups are heterogeneous.
c. vanishes in adolescence.
d. often increases in adolescence as adolescents search for identity.
Chapter Module: Understanding Others
11.97 What is an effective way to reduce prejudice?
a. ask children to play different roles that involve being discriminated against.
b. decrease the amount of contact people have with members of different groups.
c. stress the ways in which people in one group are different from people in other groups.
d. be more like young children in terms of the amount of prejudice towards others.
Chapter Module: Understanding Others
TRUE/FALSE QUESTIONS
11.98 The first step in the development of self-concept is the child’s awareness that he or she exists independently of
others.
Chapter Module: Who Am I? Self-Concept
11.99 Self-awareness emerges between 18 and 24 months.
Chapter Module: Who Am I? Self-Concept
11.100 Self-aware toddlers look more at photos of other children than photos of themselves.
Chapter Module: Who Am I? Self-Concept
11.101 Self–aware toddlers are more likely to say, “Mine!” while playing with toys than are children who were not
yet self-aware.
Chapter Module: Who Am I? Self-Concept
372
11.102 Preschoolers’ self–concepts focus on attitudes and personality traits.
Chapter Module: Who Am I? Self-Concept
11.103 Adolescents’ self-concepts include religious and political beliefs.
Chapter Module: Who Am I? Self-Concept
11.104 As children grow, their self-concepts become richer and more abstract.
Chapter Module: Who Am I? Self-Concept
11.105 Adolescents’ belief that others are constantly watching their behavior is called the personal fable.
Chapter Module: Who Am I? Self-Concept
11.106 Adolescents’ belief that their experiences and feelings are unique is called the illusion of vulnerability.
Chapter Module: Who Am I? Self-Concept
11.107 Adolescent egocentrism, imaginary audiences, personal fables, and the illusion of invulnerability become
more common as adolescents make progress toward achieving an identity.
Chapter Module: Who Am I? Self-Concept
11.108 According to Marcia, during the moratorium status, individuals are overwhelmed by the task of achieving an
identity and are doing little to achieve one.
Chapter Module: Who Am I? Self-Concept
11.109 According to Marcia, during the achievement status individuals have explored alternatives and have
deliberately chosen a specific identity.
Chapter Module: Who Am I? Self-Concept
11.110 Achievement and moratorium statuses are more common in young adolescents.
Chapter Module: Who Am I? Self-Concept
11.111 Achievement status is attained for all aspects of identity at the same time.
Chapter Module: Who Am I? Self-Concept
11.112 When parents encourage discussion and recognize their children’s autonomy, their children are more likely to
be in the foreclosure status.
Chapter Module: Who Am I? Self-Concept
11.113 Children of parents who set rules with little justification and enforce them without explanation are more likely
to have children who reach the achievement status.
Chapter Module: Who Am I? Self-Concept
11.114 When adolescents have close friends whom they trust, they feel more likely to be in the moratorium status
instead of the diffusion status.
Chapter Module: Who Am I? Self-Concept
11.115 During the first phase of achieving an ethnic identity, adolescents begin to explore the personal impact of their
ethnic heritage.
Chapter Module: Who Am I? Self-Concept
11.116 Adolescents are more likely to achieve an ethnic identity when their parents encourage them to explore
alternatives, rather than pressuring them to adopt a particular identity.
Chapter Module: Who Am I? Self-Concept
11.117 Identifying with mainstream culture strengthens ethnic identity in most groups.
Chapter Module: Who Am I? Self-Concept
11.118 Children with shifting racial identities tend to have higher self-esteem than those with a consistent biracial
identity.
Chapter Module: Who Am I? Self-Concept
11.119 Research supports the idea that adolescence is a time of storm and stress.
Chapter Module: Who Am I? Self-Concept
11.120 Most adolescents feel loved by their parents.
Chapter Module: Who Am I? Self-Concept
11.121 As teens become more independent, their relationships with their parents become more egalitarian.
Chapter Module: Who Am I? Self-Concept
11.122 Adolescents more often become depressed when their parents are emotionally distant and uninvolved.
Chapter Module: Who Am I? Self-Concept
11.123 Drug treatment is the better choice for treating depressed adolescents.
Chapter Module: Who Am I? Self-Concept
11.124 How competent the child feels at sports and games requiring physical skill or athletic ability is known as
behavioral conduct.
Chapter Module: Self-Esteem
375
11.125 Self-esteem becomes less differentiated during adolescence.
Chapter Module: Self-Esteem
11.126 In general, self-esteem is highest during adolescence.
Chapter Module: Self-Esteem
11.127 During the elementary school years, self-esteem drops as children begin to compare themselves to
their peers.
Chapter Module: Self-Esteem
11.128 During adolescence European-American adolescents have greater self-esteem than their African American
peers.
Chapter Module: Self-Esteem
11.129 In one study, Cole (1991) found that roughly 50% of 9- and 10-year-olds have negative self-esteem in at least
three domains.
Chapter Module: Self-Esteem
11.130 Gifted children in gifted classrooms often have lower academic self-esteem than gifted children in regular
classrooms.
Chapter Module: Self-Esteem
11.131 Children are more likely to view themselves positively when their parents are affectionate with them.
Chapter Module: Self-Esteem
11.132 Family harmony is NOT related to self-esteem.
Chapter Module: Self-Esteem
11.133 High self-esteem in children is related to parents who set rules and are willing to discuss rules and discipline
with their children.
Chapter Module: Self-Esteem
11.134 Children with low self-esteem are less likely to suffer from psychological disorders, such as depression.
Chapter Module: Self-Esteem
11.135 Children with low self-esteem are more likely to be involved in bullying.
Chapter Module: Self-Esteem
11.136 As children develop, their descriptions of others become richer, more abstract, and more psychological.
Chapter Module: Understanding Others
11.137 By 5 years of age, children use the information in their descriptions of others to predict others’ future
behavior.
Chapter Module: Understanding Others
11.138 In Selman’s social–informational stage of perspective-taking, children know that self and others often have
different thoughts and feelings, but often confuse the two.
Chapter Module: Understanding Others
11.139 In Selman’s self-reflective stage of perspective-taking, children can step out of the immediate situation and
see how they and another person are viewed by a third person.
Chapter Module: Understanding Others
11.140 Preschool and kindergarten children are more likely to attribute negative traits to their own group and attribute
positive traits to other groups.
Chapter Module: Understanding Others
Page(s): 363
Type: Factual
Diff: Easy
11.141 During the elementary-school years, implicit racial bias declines, but explicit racial bias does not.
Chapter Module: Understanding Others
Answer: False
Page(s): 364–365
Type: Factual
Diff: Hard
11.142 Prejudice lessens as children get older, finally disappearing in late adolescence or early adulthood.
Chapter Module: Understanding Others
Answer: False
Page(s): 3645
Type: Factual
Diff: Moderate
11.143 Bias and prejudice develop out of children’s efforts to understand the social world which leads them to group
people based on salient features.
Chapter Module: Understanding Others
Answer: True
Page(s): 366–367
Type: Factual
Diff: Hard
11.144 Prejudice decreases when children role play being the victims of prejudice.
Chapter Module: Understanding Others
Answer: True
Page(s): 368
Type: Factual
Diff: Moderate
11.145 Increasing segregation between children of different racial groups was one of the consequences of the U.S.
Supreme Court’s decision in Brown v. Board of Education.
Chapter Module: Understanding Others
Answer: False
Page(s): 368–369
Type: Factual
Diff: Moderate
SHORT ANSWER QUESTIONS
11.146 Briefly describe how preschoolers, school-aged children, and adolescents are likely to describe themselves.
Chapter Module: Who Am I? Self-Concept
Page(s): 346
Type: Conceptual
Diff: Moderate
11.147 Marcia studied identity development in adolescents. He documented four identity statuses which reflect the
progress adolescents take in formulating mature identities. Describe each status. How do individuals
typically go through these states?
Chapter Module: Who Am I? Self-Concept
Page(s): 348
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
11.148 Describe the three phases that individuals typically go through in attaining ethnic identity.
Chapter Module: Who Am I? Self-Concept
Page(s): 349
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
11.149 Name and describe the four domains of self-esteem found to be important during the elementary-school
years?
Chapter Module: Self-Esteem
Page(s): 355–356
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
11.150 Briefly describe some outcomes associated with low self-esteem.
Chapter Module: Self-Esteem
Page(s): 358
Type: Conceptual
Diff: Easy
11.151 Name and briefly describe Selman’s five stages of perspective taking.
Chapter Module: Understanding Others
Page(s): 361–363
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
ESSAY QUESTIONS
11.152 Explain what is meant by the imaginary audience, the personal fable, and the illusion of invulnerability. Give
an example of each.
Chapter Module: Who Am I? Self-Concept
Page(s): 347
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
11.153 Your friends think there is something wrong with their 16-year-old son. One week he says that he wants to be
a rock star and the next he says that he wants to be a pediatrician. Your friends don’t think that a normal
adolescent can change identities so rapidly. Based on what you know about achieving an identity in
adolescence what can you tell your friends to make them feel better?
Chapter Module: Who Am I? Self-Concept
Page(s): 347–348
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
380
11.154 The Elorde family has just immigrated to the United States from the Philippines. The mother and father want
their two children to grow up appreciating their Filipino heritage, but worry that a strong ethnic identity may
not be good for their kids. What advice would you give Mr. and Mrs. Elorde about the impact of ethnic
identity on children’s development?
Chapter Module: Who Am I? Self-Concept
Page(s): 349–350
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
11.155 Your friends are the parents of a 13-year-old son. They have told you that they are dreading the teen years
because adolescence is a time of storm and stress and they aren’t sure that they can handle all of the storm and
stress that their son will be going through in the next few years. What can you tell them about the facts behind
the idea of adolescence as a time of storm and stress?
Chapter Module: Who Am I? Self-Concept
Page(s): 351–352
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
11.156 Consider these two friends. Fujita, 8 years old, is from China and Maurice, 9 years old, is from the United
States. Given this information what would you assume about the self-esteem of Fujita and Maurice? How will
their self-esteem change as they enter adolescence?
Chapter Module: Self-Esteem
Page(s): 356
Type: Conceptual
Diff: Hard
Answer: A good answer will be similar to the following:
11.157 Describe the developmental changes in self-esteem that occur over the preschool, elementary, junior high, and
high school years.
Chapter Module: Self-Esteem
Page(s): 357–358
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
11.158 Your friends Frank and Kathie have a young son, Jessie. Frank and Kathie are concerned that Jessie will grow
up feeling good about himself. They are wondering if there is anything that they can do that will increase the
chances that Jessie will have high levels of self-esteem. What can you tell Frank and Kathie about the factors
that influence self-esteem?
Chapter Module: Self-Esteem
Page(s): 357–358
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
11.159 How do children’s descriptions of other people change from childhood to adolescence?
Chapter Module: Understanding Others
Page(s): 360–361
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
11.160 Recently your friends’ 8-year-old daughter has made prejudiced comments about members of other racial
groups. Your friends don’t find this behavior acceptable and they want to reduce their daughter’s prejudice.
What advice can you give your friends?
Chapter Module: Understanding Others
Page(s): 367–368
Type: Applied
Answer: A good answer will be similar to the following: