507
Chapter Module: Electronic Media
15.93 When children watch shows that emphasize prosocial behavior, such as Mister Rogers’ Neighborhood,
they are
a. more likely to behave prosocially.
b. less likely to behave prosocially.
c. not likely to change their behavior.
d. likely to increase their prosocial behavior only if they are girls.
Chapter Module: Electronic Media
15.94 Viewing prosocial television shows
a. only influences prosocial behavior in a lab setting. Real TV shows do not influence prosocial behavior.
b. does lead to increased prosocial behavior.
c. is easy to do because there are many television shows that emphasize prosocial behavior.
d. has no influence on children’s prosocial behavior.
Chapter Module: Electronic Media
15.95 Your spouse has decided that the best way to teach your son prosocial behavior would be to let him watch
prosocial programs on television. What might be a problem with this approach?
a. Watching prosocial TV shows does not usually influence children’s behavior.
b. Watching prosocial TV has a more beneficial effect on girls’ behavior than on boys’ behavior.
c. Prosocial TV shows are so prevalent that your son has probably already received any benefits that he
might get from watching them.
d. Prosocial behaviors are shown much less than aggressive behaviors on TV, so there aren’t very many
opportunities to learn from prosocial behavior on TV.
Chapter Module: Electronic Media
15.96 When children view television commercials, they
a. understand the persuasive intent of commercials even when they are preschoolers.
b. understand the persuasive intent of commercials by the time they are 8 or 9 years old.
c. rarely ask their parents to buy the product for them.
d. rarely receive products that are advertised on TV.
Chapter Module: Electronic Media
15.97 Four-year-old Kim watches a TV commercial in which a girl says, “This toy is more fun than any other toy
I’ve ever had!” Kim is likely to
a. think that the girl is exaggerating.
b. believe that the commercial is part of the TV program she is watching.
c. know that the commercial is trying to persuade her to buy the toy.
508
d. believe that the girl is telling the truth.
Chapter Module: Electronic Media
15.98 While 11-year–old Jerrell is watching a children’s TV show, he sees a commercial advertising a new kind
of cereal. Jerrell
a. is no more likely to ask his parents to buy that cereal than he was before he saw the commercial.
b. is likely to realize that the commercial is designed to make him want to purchase the cereal.
c. should feel comfortable asking his parents to purchase the cereal because only healthy, nutritious foods
can be advertised during children’s programming.
d. is likely to accept everything that is shown in the commercial as truth.
Chapter Module: Electronic Media
15.99 Compared to infrequent viewers, preschoolers who watch Sesame Street regularly
a. have smaller vocabularies as 5-year-olds. c. are less proficient at the targeted academic skills.
b. have higher grades in high school. d. spend less time reading as adolescents.
Chapter Module: Electronic Media
15.100 Five-year-old Gabrielle has watched Sesame Street regularly since she was 3 years old. Five-year-old
Francesca has watched Sesame Street only rarely. You would expect to find
a. that Francesca is better than Gabrielle at recognizing letters and numbers.
b. that Gabrielle will spend more time reading in high school than Francesca.
c. that Francesca will adjust to school more readily than Gabrielle.
d. no differences between Francesca and Gabrielle in terms of their academic skills or adjustment to school.
Chapter Module: Electronic Media
15.101 What would you recommend to parents who are concerned about the effects television has on their
children?
a. Do not allow your children to watch any television because television has many negative influences on
children and no positive influences.
b. Allow your children to decide how much and what television shows they watch.
c. Encourage your children to watch TV when they are bored.
d. Watch TV with your children and discuss the programs you see.
Chapter Module: Electronic Media
15.102 Children who frequently play video games at home
509
a. have lower grades in school.
b. have poorer peer relationships.
c. usually become addicted to playing video games.
d. behave more aggressively after playing violent video games.
Chapter Module: Electronic Media
15.103 Which of the following is true of children using computers and cells phones for social networking?
a. Online social connections usually come at the expense of “real” connections.
b. Online communication seems to promote aggressive behavior.
c. Online communication seems to promote self-disclosure, which produces high-quality friendships.
d. Girls benefit from online communication more than boys because self–disclosure is easier for them
online rather than face-to-face.
Chapter Module: Electronic Media
15.104 Computers in the classroom
a. decrease the number of interactions between students.
b. do not help children achieve traditional academic goals but help them achieve nontraditional goals instead.
c. often are used as tutors.
d. do not allow students to explore the world in new and different ways.
Chapter Module: Electronic Media
15.105 LeeAnn noticed that computers are becoming more common at her daughter’s school and is concerned
about the impact of computers in the classroom on her daughter’s education. What would you tell her about
the influence of computers on education?
a. Computers allow instruction to be more individualized.
b. Computers tend to make students more isolated from other students.
c. Teachers tend to spend less time with students when there are computers in the classroom.
d. Students tend to use the classroom computers to play games, not to achieve academic goals.
Chapter Module: Electronic Media
15.106 Which of the following statements concerning the effects of day care on children is TRUE?
a. Day care is associated with an increased risk of insecure attachment, even with high quality day care.
b. Children who have poor-quality day care are more likely to have behavior problems.
c. Children in day care, regardless of the quality, are likely to be less ready for school.
d. Children in high quality day care tend to lag in their linguistic and cognitive development.
Chapter Module: Institutional Influences
510
15.107 Which of the following would you look for in a high quality day care facility?
a. a high ratio of infants to caregivers (10 infants to 1 caregiver)
b. a flexible, unscheduled daily routine
c. effective communication between parents and day care workers
d. a limited supply of play materials
Chapter Module: Institutional Influences
15.108 Children and adolescents who participate in structured activities after school
a. are more likely to have behavioral problems.
b. have lower self-esteem.
c. are likely to be better adjusted.
d. are likely to have lower grades.
Chapter Module: Institutional Influences
15.109 Children who participate in multiple school activities tend be
a. less prone to drug use.
b. less prone to drug use and more involved in their communities.
c. less prone to drug use, more involved in their communities, and more successful in school.
d. less prone to drug use, more involved in their communities, more successful in school, and better
adjusted.
Chapter Module: Institutional Influences
15.110 Latchkey children
a. are likely to engage in antisocial behavior.
b. tend to show high levels of anxiety.
c. are more dependent than children who are cared for by their mothers.
d. need to be mature enough to handle the responsibility.
Chapter Module: Institutional Influences
15.111 School-age children who care for themselves at home alone after school
a. are often fearful. c. tend to have high levels of dependency.
b. become more non-compliant. d. can care for themselves safely in the right circumstances.
Chapter Module: Institutional Influences
15.112 When adolescents are employed over 15 hours per week during the school year, they
a. improve their organizational skills and they get better grades in school.
b. are more likely to experience anxiety and depression.
c. save their money for long-term goals (e.g., a car, college tuition).
d. learn the value of money.
Chapter Module: Institutional Influences
15.113 Seth is a high school student who has recently begun working 20 hours per week. How is this experience
likely to affect him?
a. His grades are likely to go down.
b. His self-esteem is likely to increase.
c. He will probably develop realistic money-management strategies.
d. He is less likely to use drugs.
Chapter Module: Institutional Influences
15.114 Economically advantaged neighborhoods are more likely to have positive effects on children’s
development because
a. children have less access to good schools in these neighborhoods.
b. children in these neighborhoods are monitored less by neighbors.
c. these neighborhoods are less likely to contain libraries.
d. parents in these neighborhoods may have less stress and, therefore, more effective parenting.
Chapter Module: Institutional Influences
15.115 Which of the following statements about the ways in which neighborhoods affect children and adolescents
is TRUE?
a. Economically advantaged neighborhoods are more likely to be close-knit and provide more monitoring
of neighborhood children.
b. Adults in economically advantaged neighborhoods have more stress, which leads to less effective
parenting.
c. Children growing up in economically disadvantaged neighborhoods have access to more resources.
d. Children who live in economically disadvantaged neighborhoods do as well in school as children in
economically advantaged neighborhoods.
Chapter Module: Institutional Influences
512
15.116 Which of the following is NOT a factor associated with successful schools?
a. Academic excellence is the primary goal of the school.
b. The school climate is safe and nurturing.
c. Parents leave the teaching to the teachers and stay out of the school.
d. Progress of students, teachers, and programs is carefully monitored.
Chapter Module: Institutional Influences
15.117 Students learn the most when teachers
a. spend a lot of time disciplining students. c. emphasize active learning.
b. don’t spend very much time on a single topic. d. discourage peer tutoring.
Chapter Module: Institutional Influences
15.118 Students show better school performance when their school
a. has parents who do not interfere with the activities at school.
b. does not put too much emphasis on academic achievement.
c. does not waste time monitoring teachers and programs.
d. provides a safe and nurturing climate.
Chapter Module: Institutional Influences
15.119 Which of the following is most likely to be an effective teacher?
a. someone who believes that the learning process should be a passive one
b. someone who has good classroom management skills
c. someone who presents the material at a rapid pace so students don’t become bored
d. someone who feels that students are responsible for their own learning
Chapter Module: Institutional Influences
15.120 Peer tutoring
a. only helps the students who receive the tutoring.
b. decreases the motivation for school work in the tutors.
c. leads to improvements for both the tutors and the tutees.
d. does not help either the tutor or tutee.
Chapter Module: Institutional Influences
TRUE/FALSE QUESTIONS
15.121 The first signs of peer interaction appear around 6 months of age.
Chapter Module: Peers
15.122 The first signs of peer interaction include pointing to or smiling at another infant.
Chapter Module: Peers
15.123 During parallel play children engage in similar activities, talk or smile at one another, and offer each
other toys.
Chapter Module: Peers
15.124 Throughout the preschool years, parallel play becomes more common.
Chapter Module: Peers
15.125 Korean American children are more polite and are more likely to strive for harmony during make–believe
play than are European American children.
Chapter Module: Peers
15.126 Imaginary playmates are a sign of possible developmental problems.
Chapter Module: Peers
15.127 Wandering aimlessly is one type of unhealthy solitary play.
Chapter Module: Peers
15.128 Children play less cooperatively when parents interfere in their play.
Chapter Module: Peers
15.129 A child’s relationship with his/her parents may provide an internal working model for all future social
relationships.
Chapter Module: Peers
15.130 According to the research of Zarbatany and colleagues (1990), the most common activity with for children
in grades 5 and 6 is acting silly.
Chapter Module: Peers
15.131 Intimacy is more common in boys’ friendships than in girls’ friendships.
Chapter Module: Peers
15.132 Adolescents are more likely to turn to friends than family members for support.
Chapter Module: Peers
15.133 Interracial friendships are more likely to form in large classes.
Chapter Module: Peers
15.134 Over time, friends become more similar in their attitudes and values.
Chapter Module: Peers
15.135 Children with both same– and opposite-sex friendships do not differ from those who have only opposite-sex
friendships.
Chapter Module: Peers
15.136 Co–rumination strengthens girls’ friendships but also puts them at risk for greater depression and anxiety.
Chapter Module: Peers
15.137 Mutual antipathies are characterized by shared dislike for each other in which the feelings are always
intense.
Chapter Module: Peers
15.138 Over time, adolescents are more likely to be sexually active when their best friend is too.
Chapter Module: Peers
15.139 By the end of adolescence, the majority of adolescent boys and girls in the United States will have had
intercourse at least once.
Chapter Module: Peers
15.140 Most adolescents know the facts of conception.
Chapter Module: Peers
15.141 Teens who participate in programs that involve role-playing about sexual situations are more likely to
abstain from intercourse or use contraceptives when they do have intercourse.
Chapter Module: Peers
15.142 Children raised by homosexual parents become homosexual themselves.
Chapter Module: Peers
15.143 Sons become gay when raised by a domineering mother and a weak father.
Chapter Module: Peers
15.144 Cliques are often part of a larger group that is called a crowd.
Chapter Module: Peers
15.145 When parents’ style is permissive, their children become involved in crowds that endorse adult standards of
behavior.
Chapter Module: Peers
15.146 Dominance hierarchies are uncommon in children’s groups.
Chapter Module: Peers
15.147 Most adolescents give in to peer pressure to behave in ways that are clearly antisocial.
Chapter Module: Peers
15.148 Peer pressure is most powerful when the standards for appropriate behaviors are not clear-cut.
Chapter Module: Peers
15.149 Neglected children are both liked and disliked by classmates.
Chapter Module: Peers
15.150 Smarter and more socially-skilled children are more likely to be popular.
Chapter Module: Peers
15.151 A smaller group of popular children include physically aggressive boys who pick fights and relationally
aggressive girls who manipulate social relationships.
Chapter Module: Peers
15.152 The characteristics that are associated with popularity are the same across all cultures.
Chapter Module: Peers
15.153 Inconsistent discipline is associated with antisocial and aggressive behavior, paving the way to rejection.
Chapter Module: Peers
15.154 Once children are rejected by their peers there is nothing they can do to change that.
Chapter Module: Peers
15.155 Girls watch more TV than boys.
Chapter Module: Electronic Media
15.156 Children who watch a lot of TV have reduced levels of attention.
Chapter Module: Electronic Media
15.157 Most preschoolers understand the persuasive intent of television commercials and know that commercials
are not always truthful.
Chapter Module: Electronic Media
15.158 Children who watch Sesame Street regularly have larger vocabularies than those that watch infrequently.
Chapter Module: Electronic Media
15.159 Computers can help students achieve traditional academic goals.
Chapter Module: Electronic Media
15.160 The most important factor in understanding the impact of child care is the quality of the care that children
receive: better care is linked to better outcomes.
Chapter Module: Institutional Influences
15.161 Children in the Early Child-Care study who had spent the most time in day care as infants and preschoolers
were more likely to be aggressive with peers and to have conflicts with adults.
Chapter Module: Institutional Influences
15.162 Some studies have shown that adolescents involved in sports re more likely to drink alcohol and to have
lower grades compared to adolescents not involved in sports.
Chapter Module: Institutional Influences
15.163 Based on current research, American youth are stressed out because they’re overscheduled after school.
Chapter Module: Institutional Influences
15.164 Latchkey children are more anxious and dependent than children who are cared for by a parent.
Chapter Module: Institutional Influences
15.165 Adolescents who are away from home, unsupervised after school are more likely to engage in antisocial
behavior.
Chapter Module: Institutional Influences
15.166 Adolescents who work over 15-20 hours per week during the school year do not differ from their
unemployed peers with regards to mental health and behavioral problems.
Chapter Module: Institutional Influences
15.167 For many teens, part-time work experience provides realistic expectations about how income can be
allocated.
Chapter Module: Institutional Influences
519
15.168 In the Family Economic Stress Model (FESM), poverty harms children’s development because parents
struggling to make ends meet become depressed and parent less effectively.
Chapter Module: Institutional Influences
15.169 People living in poorer neighborhoods are more likely to know their neighbors and are more likely to get
involved in their neighbors’ lives.
Chapter Module: Institutional Influences
15.170 Student success in school is not related to parental involvement in the school.
Chapter Module: Institutional Influences
15.171 Students are more likely to succeed in schools where the climate is safe and nurturing.
Chapter Module: Institutional Influences
15.172 Students are more likely to succeed in school where the progress of students, teachers, and programs is
monitored.
Chapter Module: Institutional Influences
15.173 Students learn the most when teachers assume that students are responsible for their own learning.
Chapter Module: Institutional Influences
15.174 Only the students being tutored learn something when peer tutoring is used.
Chapter Module: Institutional Influences
15.175 Good teachers use passive, rather than active, teaching methods.
Chapter Module: Institutional Influences
SHORT ANSWER QUESTIONS
520
15.176 List and describe the four ways in which parents positively get involved in their preschool children’s play.
Chapter Module: Peers
Page(s): 472
Type: Conceptual
Diff: Moderate
15.177 Describe the characteristics typically associated with (1) popular children, and (2) rejected children.
Chapter Module: Peers
Page(s): 482–484
Type: Conceptual
Diff: Moderate
15.178 What are some strategies that parents can use to help limit the negative effects of TV and boost the positive
ones?
Chapter Module: Electronic Media
Page(s): 488
Type: Applied
Diff: Moderate
15.179 Name and briefly describe the characteristics typically associated with successful schools.
521
Chapter Module: Institutional Influences
Page(s): 499–500
Type: Conceptual
Diff: Moderate
ESSAY QUESTIONS
15.180 Your friend Brad is concerned about his 12-month-old son Phillip’s social development. Brad has noticed
that Phillip will sit next to another child his own age and each of them will do his own puzzle rather than
cooperating on one puzzle together. Occasionally, they will look at each other, smile, and say a word or
two. Brad feels that Phillip should be interacting more with his peers. What can you tell Brad about the
development of play in toddlers and preschoolers that will alleviate his concerns?
Chapter Module: Peers
Page(s): 470
Type: Applied
Diff: Moderate
15.181 Your brother is worried because his 4-year-old son has an imaginary playmate. What can you tell him
about how common or uncommon imaginary playmates are during the preschool years and what is known
about children who have imaginary playmates?
Chapter Module: Peers
Page(s): 471
Type: Applied
Diff: Moderate
15.182 At a recent parent council meeting at your daughter’s high school, a group of parents proposed that the
school store should sell low-priced condoms to slow down the increasing number of teenage pregnancies in
the school. These parents suggested that many students do not use contraceptives because they are too
expensive or they don’t know how to obtain them. These parents also said that parents can’t stop teens from
having sex so the teens might as well have contraceptives readily available to them. What can you tell the
parent council about programs that are effective in delaying sexual intercourse and increasing the use of
contraceptives by teens?
Chapter Module: Peers
522
Page(s): 479
Type: Applied
Diff: Moderate
15.183 Your friend Enrique has a co-worker that he thinks is gay. Enrique said that he thought that his co-worker
was gay because the co-worker’s mother must have been domineering, and his co-worker could become
heterosexual if he really wanted. What can you tell Enrique about the myths surrounding the causes of
homosexuality and the role of biology in determining sexual orientation?
Chapter Module: Peers
Page(s): 480
Type: Applied
Diff: Moderate
15.184 Senator Carver thinks that research on popularity and rejection is a waste of time because children’s
popularity (or lack of it) has nothing to do with their later development. What can you tell the Senator
about the long-term effects of popularity and rejection on later development?
Chapter Module: Peers
Page(s): 482–484
Type: Applied
Diff: Moderate
15.185 Your friend Chuck does not have a TV in his house because he feels that TV will have only negative
effects on his children — they will become more violent, they will have more stereotyped views of males
and females, and they will ask for junky toys and sugary cereals. Chuck feels that nothing good can come
from TV viewing. What can you tell Chuck about the research on the effects of television on children?
Chapter Module: Electronic Media
Page(s): 485–488
Type: Applied
Diff: Moderate
15.186 At a recent parent council meeting at your child’s elementary school, a group of parents raised objections to
the use of computers in the classroom. They felt that teachers used computers solely to entertain the
children and that computers were a waste of instructional time. What can you tell his group of parents about
the benefits of using computers in the classroom?
Chapter Module: Electronic Media
Page(s): 489–490
Type: Applied
Diff: Moderate
15.187 You are preparing a pamphlet to be distributed to adolescents and their parents about the dangers of
working part-time. What information should you include? Are there any suggestions you can give about
part-time employment that would allow it to be a good experience?
Chapter Module: Institutional Influences
Page(s): 494–495
Type: Conceptual
Diff: Moderate
15.188 Name and describe the characteristics typically associated with successful teachers.
Chapter Module: Institutional Influences
Page(s): 500–501
Type: Conceptual
Diff: Moderate
