12.74 Studies link children’s prosocial behavior to several parental behaviors. Which of the following factors is
associated with the LEAST amount of prosocial behavior in children?
a. parents who use physical punishment rather than reasoning to discipline their children
b. parents who frequently report feelings of warmth and concern for others
c. parents who are responsive and helpful to their children
d. parents who praise their children for acting prosocially
Chapter Module: Helping Others
Answer: a
Rationale: Physical punishment is linked to the lowest levels of prosocial behavior in children.
12.75 Which of the following statements about prosocial behavior is INCORRECT?
a. Children are more likely to help when they feel another person’s emotions.
b. Children are more likely to help when they practice helping at home and elsewhere.
c. Children are more likely to help when parents behave prosocially themselves.
d. Children are more likely to help when they base more decisions on their own needs.
Chapter Module: Helping Others
Answer: d
Rationale: Children are more likely to help when they can take another person’s point of view.
12.76 Which of the following children is LEAST likely to engage in prosocial behavior?
a. Antoine, whose parents volunteer weekly at the local nursing home
b. Bianca, who has warn, supportive parents who frequently engage in emotional discussions with her
c. Clemson, who helps his grandmother with her laundry
d. Devinia, who is discouraged by her parents from volunteering at the YMCA
Chapter Module: Helping Others
Answer: d
12.77 __________ is behavior that is meant to harm others
a. Assertiveness c. Hedonism
b. Aggression d. Altruism
Chapter Module: Aggression
Answer: b
Rationale: Aggression is typified by behaviors that are meant to harm others.
12.78 Billy often teases and picks fights with other children. Billy is showing
a. assertiveness. c. prosocial behavior.
b. moral relativism. d. aggression.
Chapter Module: Aggression
Answer: d
Rationale: Behavior meant to harm others is known as aggression.
12.79 Assertive behavior differs from aggressive behavior in
a. that assertive behavior is carried out without regard for the rights of others.
b. that assertive behavior is carried out while respecting the rights of others.
c. that aggressive behavior is physical while assertive behavior is verbal.
d. no significant ways.
Chapter Module: Aggression
Rationale: Assertive behaviors are goal-directed and respect the rights of others.
12.80 Which of the following is an example of instrumental aggression?
a. Tony pushed Joyce out of the way so that he can get to the swing first
b. Abe doesn’t allow Justin to play with the other children
c. Amy tells Diana that she wants the paint brush that Diana is using
d. Natalie spreads rumors about Yolanda because Yolanda stole money from her
Chapter Module: Aggression
Answer: a
12.81 Which of the following is an example of hostile aggression?
a. Randy spontaneously yells at Eric saying “You’re a big jerk!” and then kicks him
b. Janelle grabs the Barbie doll out of Lisa’s hands
c. Marcus throws the ball at the wall after being picked last for the baseball team
d. Vivian, after having a fight with Nicole, tells all of her friends to avoid Nicole
Chapter Module: Aggression
12.82 Which of the following is an example of reactive aggression?
a. Michelle, for no reason, hits Beyonce on the arm
b. Samantha, after losing a game of tennis to Paula, starts the “I hate Paula” club
c. Khadijah, after losing a game of checkers to Tiana, throws all the checkers on the floor
d. Jon shoves Ricky in order to get to the front of the lunch line
Chapter Module: Aggression
Answer: c
12.83 Which of the following is NOT an example of relational aggression?
a. Julia starts the “I hate Sierra club” after losing to Sierra at the science fair
b. Sarita painted “Jessica is a dork” on Jessica’s locker after they had a fight
c. Irene yells “You’re stupid” and then hits the team captain after being chosen last for the team
d. Georgia spreads a rumor about Felicia because she doesn’t want other people to become friends with
Felicia
Chapter Module: Aggression
Answer: c
12.84 Research suggests that children who are highly aggressive
a. are equally likely to be boys or girls.
b. are more likely than less aggressive children to commit criminal offenses when they get older.
c. are likely to remain aggressive, but are no more likely than less aggressive children to commit criminal
offenses when they get older.
d. are simply being playful and are likely to outgrow their aggressiveness as they get older.
Chapter Module: Aggression
Rationale: Aggression in childhood is linked to delinquent behavior in adolescence.
12.85 Which of the following is NOT correct regarding the biological contributions of aggressive behavior?
a. Fraternal twins are usually more alike in their levels of physical aggression than are identical twins.
b. Children who are temperamentally difficult are more likely to be aggressive.
c. Boys with higher levels of testosterone are more often irritable.
d. Aggressive behavior is more likely if there is a deficit in the neurotransmitters that inhibit aggressive
behavior.
Chapter Module: Aggression
Answer: a
12.86 Parental use of __________ is associated with high levels of aggressive behavior in children.
a. reasoning c. physical punishment
b. time out d. positive reinforcement
Chapter Module: Aggression
Answer: c
Rationale: Physical punishment is positively correlated with aggressive behavior.
12.87 Physically punishing children for aggressive behavior
a. has a long-term effect on suppressing aggression.
b. has no immediate effect on suppressing aggression.
c. serves as a model and illustrates that punishment “works” as a means of controlling others.
d. has both immediate and long-term effects on suppressing aggression.
Chapter Module: Aggression
Rationale: Physical punishment is a short-term solution that models aggression as a solution.
12.88 William is an aggressive child. Chad is not an aggressive child. Which of the following would you expect
to find?
a. Chad and William are equally likely to respond to neutral behavior with aggression.
b. When engaged in an aggressive exchange, William is more likely than Chad to break it off.
c. William is more likely than Chad to be accused of misbehaviors, even when he is behaving appropriately.
d. Chad is more likely than William to be punished.
Chapter Module: Aggression
12.89 Which of the following is NOT a way in which the family impacts aggressive behavior?
a. When parents monitor their children’s behavior, this is associated with more frequent aggression.
b. When parents constantly argue and fight, their children are more likely to be aggressive.
c. When parents are unresponsive and emotionally uninvested, their children are more likely to be
aggressive.
d. When parents use physical punishment or threats to discipline their children, their children are more
likely to be aggressive.
Chapter Module: Aggression
404
12.90 Which of the following is NOT correct regarding aggression and children?
a. Frequent exposure to media violence makes children more aggressive.
b. Aggressive children are often uninterested in school and their grades often reflect this disinterest.
c. Aggressive behavior is more common among children living in economically advantaged areas than
among children living in poverty.
d. Aggressive children often befriend other aggressive children.
Chapter Module: Aggression
12.91 Which of the following does NOT describes the culture of violence?
a. Violent crime is far more common in poverty-stricken neighborhoods, and exposure to such violence
fosters aggressive behavior in adolescents.
b. Frequent exposure within a family to physical punishment and marital conflict leads children to believe
that aggression is a natural way to solve problems.
c. In some states within the United States there is exists a “culture of honor” that endorses aggressive and
violent behavior to defend one’s honor, family, and property.
d. Exposure to violence at the community level leads adolescents to want to punish others who engage in
aggressive and violent behavior.
Chapter Module: Aggression
Answer: d
12.92 According to Crick and Dodge’s information–processing model of aggressive children’s thinking,
a. aggressive and nonaggressive children do not differ in their processing of social information.
b. aggressive children are less likely to attend to information that signals non-hostile motives.
c. aggressive and nonaggressive children both know the appropriate responses, but aggressive children
choose to act aggressively.
d. aggressive children are more skilled at interpreting others’ behavior.
Chapter Module: Aggression
Answer: b
12.93 Chip, an aggressive child, is walking down a sidewalk when someone bumps into him. How is Chip most
likely to interpret the situation?
a. Chip is likely to assume the bump was an accident.
b. Chip is likely to feel like it was his fault someone bumped into him because he wasn’t watching where
he was going.
c. Chip is likely to assume there was hostile intent behind the bump.
d. Chip is likely to not notice the bump and go on his way.
Chapter Module: Aggression
Answer: c
Rationale: Aggressive children often misinterpret non-hostile actions as hostile ones.
12.94 Social skills training for aggressive individuals
a. has been found to reduce aggressive behavior and increase positive interactions with peers.
b. has been found to increase aggressive behavior and negative interactions with peers.
c. has not been found to be successful in reducing aggressive behavior or at increasing positive interactions
with peers.
Answer: c
405
d. is successful only if implemented before a child reaches adolescence.
Chapter Module: Aggression
12.95 Which of the following is NOT correct regarding the intervention program called Fast Track?
a. Fast Track is designed to teach academic and social skills to elementary-school children.
b. Fast Track is designed to teach life and vocational skills to adolescents.
c. Aggressive and destructive behavior among children who were at the highest risk in kindergarten was
doubled compared to similar high-risk children who did not go through the Fast Track program.
d. Fast Track is designed to teach parents skills for effective child rearing and how to stay involved with the
children and monitor their behavior.
Chapter Module: Aggression
Answer: c
12.96 About _____ of elementary school children and adolescents are chronic victims of aggression.
a. 10% c. 25%
b. 15% d. 30%
Chapter Module: Aggression
Answer: b
12.97 The impact of bullying is reduced
a. when children are insulted or ridiculed.
b. when children see others being bullied.
c. when victimization by physical force occurs frequently.
d. when children are left alone to deal with the victimization.
Chapter Module: Aggression
Answer: b
12.98 Among passive victims, boys tend to have mothers who are
a. unresponsive. c. abusive.
b. emotionally overinvolved. d. punitive.
Chapter Module: Aggression
Answer: b
TRUE/FALSE QUESTIONS
12.99 Self-control is the ability to control one’s behavior and to inhibit impulsive responding to temptations.
Answer: a
Chapter Module: Self-Control
12.100 Around the first birthday, infants become aware of the fact that others impose demands on them and they
must react accordingly.
Chapter Module: Self-Control
12.101 Children are NOT capable of self-regulation until about 5 years of age.
Chapter Module: Self-Control
12.102 By 12 to 15 years of age, nearly all adolescents will wait a day for a large reward, rather than receive a
smaller reward immediately.
Chapter Module: Self-Control
12.103 Most children show no consistency across different tasks that measure self-control.
Chapter Module: Self-Control
12.104 Children who showed greater self-control as 4-year-olds had more self-control, were more attentive, were
better able to plan, and had higher SAT scores as 15– to 18-year-olds.
Chapter Module: Self-Control
12.105 Self-control is improved when parent-child interactions are dialogues, filled with suggestions and
negotiations, rather than monologues.
Chapter Module: Self-Control
12.106 Children with very strict parents show more self-control than other children.
Chapter Module: Self-Control
12.107 Some children are temperamentally better suited to maintain self–control and regulate their behavior.
Chapter Module: Self-Control
12.108 Children who develop concrete ways of resisting temptation (e.g., singing, reminding oneself of the rules,
etc.) are more likely to be successful at resisting temptation.
Chapter Module: Self-Control
12.109 A child’s belief that rules are created by wise adults and they must be followed and cannot be changed is
called moral relativism.
Chapter Module: Reasoning About Moral Issues
12.110 A child’s belief that breaking a rule always leads to punishment is called immanent justice.
Chapter Module: Reasoning About Moral Issues
12.111 Children in the moral realism understand that because people agree to set rules in the first place, they can
also change them if they see the need.
Chapter Module: Reasoning About Moral Issues
12.112 Preschoolers believe that pushing a child or damaging another child’s possessions is wrong even when an
adult says it’s okay.
Chapter Module: Reasoning About Moral Issues
12.113 A person in Kohlberg’s preconventional level of moral reasoning stresses the need for conformity to the
existing social norms.
Chapter Module: Reasoning About Moral Issues
12.114 A person who reasons at Kohlberg’s conventional level would emphasize personal moral principles.
Chapter Module: Reasoning About Moral Issues
12.115 Results from longitudinal studies support Kohlberg’s invariant sequence of stages.
Chapter Module: Reasoning About Moral Issues
12.116 Research has shown that moral reasoning is NOT related to moral behavior.
Chapter Module: Reasoning About Moral Issues
12.117 Delinquent adolescents are more likely to emphasize punishment and reward in their moral reasoning,
rather than social norms and personal moral codes.
Chapter Module: Reasoning About Moral Issues
12.118 Moral reasoning does not reflect one’s culture.
Chapter Module: Reasoning About Moral Issues
12.119 Research has shown that both men and women use caring for others and justice as bases for moral
reasoning.
Chapter Module: Reasoning About Moral Issues
12.120 It is not until elementary school that children have the ability to distinguish moral decisions and social
conventions from the personal domain.
Chapter Module: Reasoning About Moral Issues
12.121 When a child violates a moral rule, adults more often talk about the need to follow rules and to obey
parents, teachers, and other people in authority.
Chapter Module: Reasoning About Moral Issues
409
12.122 Children’s emotional response to social-moral events is an important step in creating different categories of
moral concepts.
Chapter Module: Reasoning About Moral Issues
12.123 Moral discussions with individuals who reason at higher levels usually improve the reasoning of those who
reason at lower levels.
Chapter Module: Reasoning About Moral Issues
12.124 Many scientists believe that humans are biologically predisposed to be helpful, to share, to cooperate, and
to be concerned for others.
Chapter Module: Helping Others
12.125 Simple acts of altruism do not appear until children enter school.
Chapter Module: Helping Others
12.126 Children with greater perspective-taking skills are more likely to act prosocially.
Chapter Module: Helping Others
12.127 Children are more likely to act altruistically when they do not feel responsible for the person in need.
Chapter Module: Helping Others
12.128 Children are more likely to act altruistically when they feel they have the skills that are needed to help others.
Chapter Module: Helping Others
12.129 Children are more likely to act altruistically when they are in a sad mood.
Chapter Module: Helping Others
12.130 Children are more likely to act altruistically when it entails few or modest sacrifices.
Chapter Module: Helping Others
12.131 Genes have no influence on prosocial behavior.
Chapter Module: Helping Others
12.132 Repeated exposure to reasoning during discipline seems to promote prosocial behavior in children.
Chapter Module: Helping Others
12.133 Children are more likely to help when they practice helping at home and elsewhere.
Chapter Module: Helping Others
12.134 Aggression is behavior that is meant to harm others.
Chapter Module: Aggression
12.135 Aggressive behaviors and assertive behaviors are the same thing.
Chapter Module: Aggression
12.136 Pushing another child for no apparent reason is an example of reactive aggression.
Chapter Module: Aggression
12.137 Hostile aggression emerges later than instrumental aggression.
Chapter Module: Aggression
411
12.138 Relational aggression is more common in boys than girls.
Chapter Module: Aggression
12.139 Teacher ratings of aggression in 7-year-olds are related to adolescent acts of delinquency.
Chapter Module: Aggression
12.140 Children are more likely to be aggressive if their parents use physical punishment with them.
Chapter Module: Aggression
12.141 Children are more likely to be aggressive when parents are coercive and emotionally uninvested in them.
Chapter Module: Aggression
12.142 Parental monitoring does NOT seem to be related to children’s aggression.
Chapter Module: Aggression
12.143 Playing violent video games leads to aggressive and violent behavior in much the same way that watching
violent TV does.
Chapter Module: Aggression
12.144 One theory suggests that children who have difficulty learning in school become frustrated and unhappy
and they express this frustration by engaging in aggressive behaviors toward their peers.
Chapter Module: Aggression
12.145 Aggressive and antisocial behavior is less common among people living in poverty.
Chapter Module: Aggression
12.146 Exposure at the community level to violence and pro-aggression attitudes leads adolescents to seek
punishment for others who engage in aggressive and violent behavior.
Chapter Module: Aggression
12.147 Aggressive boys are as skilled as other children in interpreting other people’s intentions.
Chapter Module: Aggression
12.148 Aggressive children cannot be trained to interpret others’ intentions correctly.
Chapter Module: Aggression
12.149 Programs like Fast Track improve children’s lives (and the lives of people around them), but unfortunately
they are not cost-effective.
Chapter Module: Aggression
12.150 In the United States and Europe, about 15% of school children are chronic victims of aggression.
Chapter Module: Aggression
12.151 Research consistently shows that children who are chronic victims of aggression are often anxious and
depressed, and have low self-esteem.
Chapter Module: Aggression
12.152 All children who are chronic victims of aggression withdraw and submit to the aggression.
Chapter Module: Aggression
12.153 Girls who are passive victims of aggression tend to have mothers who are overprotective or emotionally
overinvolved with them.
Chapter Module: Aggression
Answer: False
Page(s): 401–402
Type: Factual
Diff: Moderate
12.154 Turning to peers for support works for victimized boys but not for victimized girls.
Chapter Module: Aggression
Answer: False
Page(s): 402
Type: Factual
Diff: Moderate
12.155 Friendships with peers have no impact on the likelihood of being a victim of bullying.
Chapter Module: Aggression
Answer: False
Page(s): 402
Type: Factual
Diff: Moderate
SHORT ANSWER QUESTIONS
12.156 Self-control emerges in infancy and gradually improves during the preschool years. Describe the changes
in self-control between the ages of 1 and 3.
Chapter Module: Self-Control
Page(s): 374
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
12.157 Explain what Piaget meant by moral realism, immanent justice, and moral relativism.
Chapter Module: Reasoning About Moral Issues
Page(s): 379–380
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
12.158 Name and briefly explain Kohlberg’s three levels of moral reasoning.
Chapter Module: Reasoning About Moral Issues
Page(s): 381
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
12.159 Describe three skills that underlie prosocial behavior.
Chapter Module: Helping Others
Page(s): 388–389
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
12.160 The setting helps determine whether children act altruistically or not. Describe four situational influences
that influence altruistic behavior.
Chapter Module: Helping Others
Page(s): 389–390
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
12.161 Briefly describe and give examples of the following types of aggression: instrumental, hostile, reactive, and
relational.
Chapter Module: Aggression
Page(s): 393–394
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
ESSAY QUESTIONS
12.162 Lyndon is an 8-year-old boy who wants to have everything now! He seems unable to wait for anything. For
example, although his parents have encouraged him to save a small portion of his weekly allowance,
Lyndon invariably spends all of it, usually on the day that he receives it. How might his parents encourage
Lyndon to exercise self–control and delay gratification?
Chapter Module: Self-Control
Page(s): 376—378
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
12.163 Name and briefly explain Kohlberg’s three levels of moral reasoning making sure to identify and describe
each of the stages under each level.
Chapter Module: Reasoning About Moral Issues
Page(s): 381–382
Type: Conceptual
Diff: Hard
Answer: A good answer will include the following key points:
12.164 Your friend Enrique told you that he would like his young son Joe to grow up to be a nice, helpful person.
What can you tell Enrique about parental behaviors that are related to socializing prosocial behavior?
Chapter Module: Helping Others
Page(s): 391–392
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
12.165 Your friends are the parents of an aggressive six-year-old son. When their son behaves aggressively, they
spank him to punish him for his behavior. They have not seen any improvement in his behavior and they
have asked you for advice. What can you tell them about parental behavior that is related to aggression in
children?
Chapter Module: Aggression
Page(s): 395–396
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
12.166 Your friend is an elementary school teacher who has noticed that there are a few children in his class who
are very aggressive and, consequently, have been rejected by the other children in the class. Your friend
would like to train these aggressive children to behave more appropriately and has come to you for advice.
What elements should be included in the training program?
Chapter Module: Aggression
Page(s): 399–400
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
12.167 Friends of your family are in need of help regarding their daughter. She is being verbally bullied on the bus
on her way to and from school. Her parents come to you for help because they know you are in a child
development class. What would you tell her parents about bullying? They are very interested in why some
children suffer the fate of being victims. They also want to know if there is anything they can do, or have
their daughter do, to improve her relations with her peers.
Chapter Module: Aggression
Page(s): 401–402
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
