Multiple Choice
1. The peer group is a
a.
microsystem.
b.
group of individuals who are of approximately the same gender, age, and social status and who share interests.
c.
significant socializing force.
d.
all of these.
2. Which parenting style has been associated with children’s social-behavioral competence and confidence?
a.
Authoritative
b.
Authoritarian
c.
Permissive
d.
Indifferent/uninvolved
a
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NAEYC: 4
3. Adolescents tend to turn to their parents for future-oriented decisions such as those regarding
a.
b.
c.
d.
d
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Understand
NASW: 2
4. Which parenting style is characterized by children who alienate themselves from parental values and are attracted to the
peer group to gain understanding and acceptance?
a.
Authoritative
b.
Authoritarian
c.
Permissive
d.
Uninvolved
b
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Analyze
d
CFSC.BERN.16.8-1 – Define peer group and explain its function as a socializing agent.
Blooms: Remember
NAEYC: 2
5. According to your text, children are most susceptible to the influence of peers during
a.
infancy.
b.
early childhood.
c.
middle childhood.
d.
adolescence.
c
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NASW: 2
6. Children under age 7 are not susceptible to group pressure because they
a.
have limited understanding of the relationships between objects, events, and people.
b.
are in the stage of concrete operational thought.
c.
have little opportunity for social interaction.
d.
cannot share.
a
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NAEYC: 1
7. The imaginary audience is
a.
the same as cognitive conceit.
b.
the belief that others are as concerned with one’s behavior and appearance as one is oneself.
c.
a theory about reality assumed to be true without examining or evaluating contradictory data.
d.
an autonomous interdependent friendship.
b
CFSC.BERN.16.8-4 – Discuss how the peer group affects cognitive development.
Blooms: Remember
NASW: 2
8. Preadolescent children are beginning to struggle with
a.
trust vs. mistrust.
b.
autonomy vs. doubt.
c.
preoperations.
d.
identity vs. identity confusion.
d
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NASW: 2
9. Socializing mechanisms that peers use to influence behavior include which of the following?
a.
Reinforcement
b.
Modeling
c.
Rejection
d.
All of these
d
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NAEYC: 1
10. Furman and Masters (1980) found that children’s punitive acts, or negative reinforcers,
a.
were followed by positive behaviors in peers.
b.
resulted in negative peer behavior more often than positive reinforcers resulted in affective behavior.
c.
did not affect the behavior of their peers.
d.
none of these.
b
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Understand
NAEYC: 1
11. The extent to which modeling influences behavior depends on the
a.
situation.
b.
model.
c.
observer.
d.
all of these.
d
within the group.
Blooms: Understand
NAEYC: 4
12. Loosely organized reference groups of cliques are called
a.
crowds.
b.
apprenticeships.
c.
victims.
d.
sets.
a
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Remember
NASW: 11
13. Jane belongs to a group in which if one wants to participate in the group, one freely accepts the rules. In Jane’s group,
rules are imposed on oneself by oneself. Jane’s group membership would be characterized as ascribing to which of the
following?
a.
Morality of cooperation.
b.
Morality of constraint.
c.
Morality of structure.
d.
Authoritarian point of view
a
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Apply
NASW: 2
14. Morality of cooperation refers to
a.
behavior based on mutual understanding between equals.
b.
behavior based on respect for persons in authority.
c.
heteronomous morality.
d.
none of these.
a
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Understand
NASW: 2
15. According to your text, morality of constraint is usually fostered by the
a.
peer group.
b.
family or school.
c.
media.
d.
imaginary friend.
b
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Understand
NASW: 2
16. Peer groups begin to segregate boys and girls starting in
a.
preschool.
b.
elementary school.
c.
junior high.
NASW: 2
d.
high school.
17. Peer pressure for appropriate gender-type play has been observed as early as age
a.
1
b.
2
c.
6
d.
12
b
CFSC.BERN.16.8-5 – List and explain the socializing methods used by the peer group.
Blooms: Remember
NAEYC: 4
18. Observations of elementary school children in the United States demonstrate that boys and girls are _________ aware
of the opposite sex.
a.
not at all
b.
hardly
c.
somewhat
d.
very
d
CFSC.BERN.16.8-5 – List and explain the socializing methods used by the peer group.
Blooms: Remember
NAEYC: 3
19. The onset of sexual behavior in teens differs according to
a.
peer group.
b.
church attendance.
c.
gender.
d.
all of these.
d
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Understand
NASW: 2
20. An example of a tangible support is
a.
sharing toys.
b.
giving advice.
a
CFSC.BERN.16.8-6 – List and explain four macrosystem influences on the peer group.
Blooms: Remember
NASW: 2
c.
companionship.
d.
empathy.
21. You observe 3-year-old Karla standing in one corner of your preschool room. She is watching the other children play
and occasionally talking to them. We would classify Karla’s actions as _________ play.
a.
solitary
b.
onlooker
c.
parallel
d.
associative
b
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Apply
NAEYC: 4
22. Play in which children manipulate objects—such as by emptying, filling, and inserting—with organization is which
kind of play?
a.
Exploratory
b.
Imitative
c.
Parallel
d.
Model-building
a
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Remember
NAEYC: 4
23. When a child organizes blocks into buildings, highways, and tea parties, this is an example of _____ play.
a.
model-building
b.
exploratory
c.
testing
d.
onlooker
a
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Apply
NAEYC: 4
24. In the model proposed by Sutton-Smith (1971), play becomes more _________ with age.
a
CFSC.BERN.16.8-5 – List and explain the socializing methods used by the peer group.
Blooms: Apply
NAEYC: 4
a.
complex
b.
interactive
c.
complex and interactive
d.
none of these
25. Howes (1988) examined relationships among toddlers in a child care center. Howes found that children differentiated
between friends and playmates at least by age
a.
1 month.
b.
13–25 months.
c.
25–36 months.
d.
6 years.
b
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Understand
NAEYC: 3
26. Charles is unable to consider the viewpoint of another person. When he is with his peers, Charles can only think about
what he wants. Which stage of friendship would characterize Charles?
a.
Momentary playmateship
b.
One-way assistance
c.
Intimate, mutually shard relationships
d.
Trust vs. mistrust
a
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Apply
NASW: 2
27. The last of Selman and Selman’s stages of friendship is
a.
momentary playmateship.
b.
one–way assistance.
c.
intimate, mutually shared relationships.
d.
trust vs. mistrust.
c
CFSC.BERN.16.8-4 – Discuss how the peer group affects cognitive development.
Blooms: Remember
NASW: 2
c
CFSC.BERN.16.8-7 – Describe the chronosystem influences on the peer group.
Blooms: Understand
NAEYC: 4
28. A child aged 9 to 15 is likely in which stage of friendship, according to Selman and Selman?
a.
One-way assistance
b.
Two-way, fair-weather cooperation
c.
Intimate, mutually shared relationships
d.
Authoritative
29. Some children are able to acknowledge that friendship involves give-and-take. However, these children often still see
friendship as mutually serving individual interests rather than mutually cooperating toward a common interest. These
traits are characteristic of
a.
children in the early childhood years.
b.
children in the middle childhood years.
c.
adolescents.
d.
boys rather than girls.
b
CFSC.BERN.16.8-4 – Discuss how the peer group affects cognitive development.
Blooms: Understand
NAEYC: 4
30. Children who are popular with their peers tend to be
a.
intelligent.
b.
careful not to use praise and approval.
c.
bossy.
d.
all of these.
a
CFSC.BERN.16.8-8 – Describe the stages of friendship at different ages.
Blooms: Understand
NASW: 2
31. Rejection or acceptance in a group is thought to be affected by
a.
how one communicates.
b.
how one interprets others’ emotional states.
c.
whether or not one is disruptive.
d.
all of these.
d
CFSC.BERN.16.8-8 – Describe the stages of friendship at different ages.
NASW: 2
c
Blooms: Understand
NASW: 2
32. Principal A visits one of the fourth-grade classrooms and asks children questions anonymously about each other.
Afterward, Principal A tabulates the results. Principal A is performing what kind of rating?
a.
Sociometric
b.
Kinesthetic
c.
Gang-related
d.
Positive Peer Culture (PPC)
33. An intervention in which children who have trouble making and keeping friends learn to relate to others is called
a.
sociotherapy.
b.
sociometry.
c.
parallel play.
d.
the exclusionary technique.
a
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NAEYC: 3
34. Children who have difficulty reading other children’s social cues are thought to benefit from which of the following?
a.
Watching others interact successfully
b.
Watching social interactions on videotape
c.
Watching puppets work out social situations
d.
All of these
d
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Understand
NAEYC: 3
35. Oden and Asher (1977) identified four categories of social skills linked to the research on popularity. Which of the
following is not one of those skills?
a.
Conceit
b.
Participation
c.
Communication
d.
Cooperation
a
CFSC.BERN.16.8-8 – Describe the stages of friendship at different ages.
a
CFSC.BERN.16.8-3 – Discuss how the peer group affects social development.
Blooms: Apply
NASW: 9
36. In a study by Adler and Adler (1998), a child was likely to be expelled from the group if he or she
a.
kicked, punched, or hit.
b.
stood up for his or her rights against the dominant leaders.
c.
engaged in criminal activity.
d.
wore clothing similar to those in his or her group.
b
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Understand
NASW: 2
37. Bullies tend to be _________, whereas victims tend to be _________.
a.
impulsive; passive
b.
younger; older
c.
empathic; aggressive
d.
aggressive; impulsive
a
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Understand
NASW: 9
38. Which of the following is not correlated with juvenile gang activity?
a.
Living in a poor neighborhood with poor-quality schools
b.
Having few opportunities for recreation
c.
Living in an area where there is a subculture of adult criminal activity
d.
Intense parental supervision
d
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Understand
NASW: 9
39. A group of people who form an alliance for a common purpose and engage in unlawful of criminal activity is called a
a.
gang.
b.
chronosystem.
c.
peer tutoring program.
d.
socioeconomic group.
a
Blooms: Understand
NAEYC: 4
40. Gang members usually come from families with _________ adult supervision.
a.
too much
b.
minimal
c.
frequent
d.
helpful
b
membership.
Blooms: Understand
NASW: 2
41. Gangs tend to consist of
a.
many individuals of one cultural group.
b.
many individuals, each from a different cultural group.
c.
biracial individuals.
d.
none of these.
a
membership.
Blooms: Understand
NASW: 9
42. Positive Peer Culture (PPC) aims to
a.
redirect delinquent youth.
b.
mobilize the power of the peer group.
c.
increase the self-worth of delinquent youth.
d.
all of these.
d
CFSC.BERN.16.8-9 – Explain peer acceptance/neglect/rejection and sociotherapy.
Blooms: Remember
NASW: 2
43. In a classic study by Lewin, Lippitt, and White (1939), 10-year-old boys were found to show more enjoyment, and
continued to work even harder, when the leader with which leadership style left the room?
a.
Authoritarian
b.
Democratic
c.
Laissez-faire
d.
None of these
membership.
Blooms: Remember
NASW: 9
44. _________ is the term that refers to individuals who are of approximately the same gender, age, and social status and
who share interests.
45. The sense of belonging develops first within the ___________________.
46. According to researchers, adolescents turn to their parents for _________-oriented decisions.
47. _________ refers to behavior informed by an understanding of others’ feelings and intentions, the ability to respond
appropriately, and knowledge of the consequences of one’s actions.
48. Conceptions and reasoning about people, the self, relations between people, social group roles and rules, and the
relations of such conceptions to social behavior are called _________.
49. Children aged 2 to 7 years are in the stage Piaget termed _________.
50. Theories about reality that are assumed to be true without examining or evaluating contradictory data are called
_________.
51. Exhibiting too much faith in one’s reasoning ability and cleverness is called _________.
52. The testing of assumptions against facts is called _________.
53. Physical attack and disapproval from a peer group are examples of _________ reinforcers.
54. Friends who view themselves as mutually connected and doing things together are termed _________.
55. Getting along with others is related to the ability to _______________.
56. Behavior based on respect for persons in authority is considered morality of _________.
57. In adolescence, sexual _________________ is influenced by peers and the media.
58. The collective term for resources provided by others in times of need is _________.
59. __________________ support involves giving advice and information.
60. Tyler plays alone, but with toys like those that other children are using. Tyler’s actions are called _________ play.
61. Social interaction in a group that is organized and has a purpose is called _________ play.
62. Play in which the child touches, tastes, or manipulates without actually building something is called _________ play.
63. Play that involves fighting, wrestling, and/or chasing is called _________ play.
64. A group of people who form an allegiance for a common purpose and engage in unlawful or criminal activity is called
a(n) _________.
65. Compared to non-gang members, gang members have _________ self-esteem.
66. Gangs are usually made up of _____ cultural group(s).
one
67. When policies and activities are determined by group discussion, the group leader likely has a(n) _________
leadership style.
68. _________ are organized interactions of children in competitive and/or cooperative team or individual enjoyable
Subjective Short Answer
69. Provide an overview of what peers contribute to the socialization process.
70. Describe how peer relationships differ between early (2–5 or 6 years) and middle childhood (6–12 or 13 years).
71. Describe how social cognition changes over the childhood years.
72. Compare and contrast the ways in which peers exert influence through reinforcement with the ways in which peers
exert influence through punishment.
73. Using the concept of morality of cooperation, describe how a child might decide who gets to play on a kickball team
at recess. Describe the difference between this and the morality of constraint.
74. Describe the influence of peers on the acquisition of knowledge about sex and sexuality.
75. Imagine you are working in a classroom with a group of children and one set of blocks. Describe the various ways in
which the children could play with the blocks according to Parten (1932).
76. Based on Selman and Selman (1979), describe the stages in the development of friendship.
77. Compare and contrast the characteristics that make a child popular with peers with those that tend to lead to rejection.
78. Imagine you work in an elementary school and have a child who is having difficulty making friends. Describe the
types of things you could do to help the child succeed in social relationships with his peers, based on information found in
the text.