Title: Middle Childhood
Course: Question Banks

Q: Which of the following statements is TRUE regarding physical growth in middle childhood?
- Middle childhood is a period of rapid physical growth. (Incorrect. Growth rates are slower in middle childhood than earlier in life, allowing for improvements in motor functioning.)
- By middle childhood, individuals reach their adult height. (Incorrect. While many individuals experience a prepubescent growth spurt, it is not until later in adolescence or early adulthood that an individual will reach his or her eventual height.)
- Motor skills suffer as individuals experience rapid growth. (Incorrect. Motor skills improve during middle childhood, as growth rates slow.)
- Growth rates slow during middle childhood. (Correct! Growth rates slow in middle childhood, allowing for improved motor functions.)
A: Growth rates slow during middle childhood.

Q: What physical change allows children in middle childhood to engage in longer, sustained periods of strenuous play?
- rapidly growing limbs (Incorrect. Growth occurs at a slower pace during middle childhood than at other times, allowing motor skills to catch up to increased bodily proportions.)
- increased myelination (Incorrect. Myelination aids coordination and processing speed, but increased lung capacity is primarily responsible for sustaining prolonged strenuous activity.)
- losing one’s primary teeth (Incorrect. Losing one’s baby teeth is important for the mouth’s development.)
- increased lung capacity (Correct! Increased lung capacity in middle childhood allows for greater endurance and prolonged play.)
A: increased lung capacity

Q: Which of the following statements regarding physical growth is most likely to be true of John and Judy, both six years old?
- John is likely to be much taller than Judy, hitting a prepubescent growth spurt earlier than Judy. (Incorrect. Children of this age typically grow only a couple of inches per year, and neither John nor Judy is likely to have hit a prepubescent growth spurt, which typically occurs earlier in girls than in boys.)
- Both John and Judy’s brains are fully developed. (Incorrect. Around age 7, the brain reaches its full adult size; however, it continues to develop)
- John and Judy are done losing their primary teeth. (Incorrect. At this age, they have probably begun to lose their primary teeth, but the process continues for years, usually ending around age 12.)
- John and Judy have likely begun to lose their primary teeth. (Correct! Children of this age start losing their primary teeth as their permanent teeth begin to grow in.)
A: John and Judy have likely begun to lose their primary teeth.

Q: Leah, age 8, is teased at school for being overweight and she’s self-conscious about her body image. How can Leah’s parents best support her in losing weight?
- Packing her lunch, so she does not eat unhealthy school lunches. (Incorrect. School lunches alone are not the issue, and they are required to meet nutritional guidelines. Packing Leah’s lunch does not guarantee her parents would provide a healthier lunch than the school’s lunch offerings.)
- Joining her on a calorie-restrictive diet plan. (Incorrect. A calorie-restriction based diet plan would likely decrease Leah’s basal metabolic rate and prevent her from losing weight, while teaching her unhealthy dieting practices that could become eating disorders.)
- Purchasing cute “goal” clothing she can fit into if she loses weight to incentivize weight loss. (Incorrect. This type of incentive is mean-spirited, and teaches children an emphasis on physical appearance. Encouraging body positivity and physical activity are imperative when a child is overweight.)
- Encouraging physical play and joining her in increasing physical activity. (Correct! The best way for an overweight child to lose extra weight is by increasing physical activity. Parents can set a good example by modeling healthy lifestyles and engaging their children in fun, physical family activities.)
A: Encouraging physical play and joining her in increasing physical activity.

Q: Adam spends a lot of time indoors watching television and playing video games for fun. What does this primarily sedentary lifestyle put him at risk for?
- poor vision (Incorrect. While staring at a television or a computer screen while playing games may not do Adam’s eyesight any favors, the sedentary nature of these activities increase his risk for obesity.)
- nutritional deficits (Incorrect. Sedentary lifestyles are often paired with unhealthy diets, which combined, heighten a child’s risk for obesity. We do not know whether Adam eats a healthy diet, and cannot assume any nutritional deficits.)
- underdeveloped motor skills (Incorrect. Motor skills will still develop during this phase of life, whether or not a child carries a normal body weight.)
- childhood obesity (Correct! Sedentary lifestyles for children, combined with unhealthy diets of convenience, place children who do not exercise and play outside at a greater risk for becoming overweight or obese.)
A: childhood obesity

Q: About what percentage of children are obese in middle childhood?
- 5% (Incorrect. This number is too low; about 20% of children of this age are obese, due to a combination of factors including a sedentary lifestyle and poor nutritional content.)
- 30% (Incorrect. This number is close, but too high.)
- 50% (Incorrect. This number is alarmingly high, and fortunately not accurate.)
- 20% (Correct! About 1 in 5, or 20% of children are obese.)
A: 20%

Q: Which of the following statements is representative of Piaget’s stage concrete operational thought a child might perform in middle childhood?
- The child will begin to engage in hypothetical thought, imagining intangible possibilities. (Incorrect. Hypothetical thinking is indicative of formal operational thought, which is the next stage in Piaget’s theory of cognitive development.)
- The child will start to solve problems using deductive reasoning. (Incorrect. Inductive reasoning is typical to concrete operational thought, as the child still primarily sees the world in reference to the self.)
- The child will struggle to take on others’ perspectives and points of view. (Incorrect. The struggle to take on others’ perspectives occurs during preoperational thought. By the concrete operational stage, children can understand others’ points of view.)
- The child is able to demonstrate an understanding of cause and effect, as well as size and distance. (Correct! These are tangible principles of using operations in the physical world, indicators of concrete operational thought.)
A: The child is able to demonstrate an understanding of cause and effect, as well as size and distance.

Q: Ivan, an 8-year-old, no longer thinks a row of pennies in front of him contains more pennies than a row of the same number of pennies with less spacing between coins. What Piagetian concept does this demonstrate Ivan has mastered?
- Reversibility (Incorrect. This does not demonstrate reversibility. A task such as melting an ice cube and refreezing it would demonstrate that the object, once changed, can return to its original form.)
- Identity (Incorrect. Identity understanding could be demonstrated by a task like cutting a piece of paper into pieces. The paper remains paper, regardless of its size.)
- Classification (Incorrect. Classification involves arranging information into categories based on similar properties.)
- Conservation (Correct! Ivan understands conservation of number, that although the physical appearance of the rows of coins differ, they still contain the same amount of coins.)
A: Conservation

Q: While children in the concrete operational stage of cognitive development are more logical thinkers, what type of thinking is still too challenging for them at this stage?
- Inductive reasoning (Incorrect. Inductive reasoning allows children in concrete operational thought to generalize their personal beliefs and feelings about the world to other items and concepts, but they have more trouble with deductive reasoning.)
- Moral reasoning (Incorrect. Moral reasoning is a separate construct from logical thinking, and people of all ages engage in moral thinking, which also develops and changes with age.)
- Tangible reasoning (Concrete operational thinkers are comfortable thinking of tangible things in the world around them; the intangible and hypothetical present challenges.)
- Hypothetical thinking (Correct! Hypothetical thinking engages thoughts about intangible concepts, of which concrete operational thinkers do not yet have a well-developed understanding.)
A: Hypothetical thinking

Q: Information processing theory proposes three main levels of memory to compare human memory to computer processing Which of the following is NOT one of the components of memory introduced in information processing theory?
- Working memory (Incorrect. Working memory is also called short-term memory, and can generally hold 7+/- 2 pieces or chunks of information.)
- Sensory memory (Incorrect. Sensory memory is the shortest form of memory in information processing theory, consisting of information our senses take in constantly.)
- Long-term memory (Incorrect. Long-term memory is what we typically think of as our memory storage, containing those pieces of information we’ve processed thoroughly or deeply enough to retain for long periods of time.)
- Flash memory (Correct! Flash memory isn’t an information processing theory term. It sounds a lot like sensory memory, a fleeting memory of our surroundings, information we take in with our senses.)
A: Flash memory

Q: Jill, who is in third grade, is studying her multiplication times tables, repeating the information over and over again in an attempt to store these figures in her long term memory, quizzing herself regularly. What strategy is Jill using?
- Chunking (Incorrect. Chunking information involves grouping information into meaningful pieces so more information can be stored.)
- Mnemonics (Incorrect. Mnemonics are devices used to aid memory, which help people form associations between things they already know and things they are learning.)
- Recognition (Incorrect. Recognition isn’t really a memory strategy, but a test of how well or how deeply information has been processed or encoded.)
- Rehearsal (Correct! Effective rehearsal can help the information move from short-term, or working memory, to long-term memory. Effective rehearsal adds meaning to simple repetition, such as Jill’s self-quizzes.)
A: Rehearsal

Q: As children reach middle childhood, they adapt new strategies to meet goals. Which of these developments or strategies does NOT demonstrate this cognitive change?
- They develop metacognitive skills to help them understand how they learn (Incorrect. As children reach middle childhood, their metacognitive skills increase and they become more aware of what strategies best help them learn.)
- Their self-evaluations and expectations become more realistic (Incorrect. Self-evaluations become more realistic at this age, and children learn to develop strategies to meet different needs.)
- They are able to evaluate multiple strategies and select the best one for the goal (Incorrect. This metacognitive ability heightens in middle childhood as the child becomes aware of his or her abilities and problem-solving techniques.)
- They begin prioritizing every minute detail, trying to learn everything. (Correct! The ability to ignore extraneous details and focus on what is important is a key cognitive improvement in middle childhood.)
A: They begin prioritizing every minute detail, trying to learn everything.

Q: Both preschoolers and school-aged children experience a vast increase in vocabulary. What is the term used for the rapid association between related words, that school-aged children use with their new vocabulary explosion?
- Literal thinking (Incorrect. Middle childhood is a time of less literal thinking than early childhood.)
- Grammar fixation (Incorrect. Learning to abide by grammatical rules and gaining grammatical flexibility, rather than fixation on incorrect grammar, occurs in middle childhood.)
- Classification (Incorrect. Classification is a way to organize information into categories, some of which can overlap.)
- Fast-mapping (Correct! School-aged children learn new words quickly as they associate new vocabulary with their existing vocabulary, building complex categories.)
A: Fast-mapping

Q: School-aged children are able to tell and appreciate jokes like “knock-knock” jokes and puns, thanks to what advancement in language?
- Improved understanding of grammatical rules (Incorrect. Improved understanding of grammatical rules can certainly contribute to a deeper understanding of one’s language, but it’s not the primary force behind improved joke-telling, which relies on vocabulary.)
- Heightened ability to associate similar words (Incorrect. This describes fast-mapping or forming categories for new words.)
- A shift away from figurative thinking (Incorrect. A shift from literal thinking aids in joke comprehension, as does understanding the nuances of vocabulary one uses in knock-knock jokes and puns.)
- Greater sophistication in vocabulary (Correct! As children’s vocabulary grows and becomes more sophisticated, they can deliver punch-lines and understand plays on words.)
A: Greater sophistication in vocabulary

Q: Teaching children languages in middle childhood involves a different process than children in early childhood. Why might teaching children languages in middle childhood be successful?
- Middle childhood involves the greatest growth in vocabulary (Incorrect. While vocabulary growth exceeds that of preschoolers, this mostly involves increasing associations and connections with other words the child knows. Learning the vocabulary of another language comes more naturally to younger children.)
- Children in middle childhood can produce all phonemes and morphemes of any language (Incorrect. Infants and toddlers babbling produce all phonemes and morphemes; only through exposure to a particular language, does the child learn to specialize and loses the ability to easily produce all sounds.)
- By middle childhood, the brain is fully developed. (Incorrect. The brain reaches its full physical size in middle childhood, but it continues to develop much after reaching its full size.)
- Middle childhood is a good time to learn grammatical rules (Correct! While younger children may retain more vocabulary in other languages, children in middle childhood are better able to grasp the grammatical rules of other languages, and actively learn new languages.)
A: Middle childhood is a good time to learn grammatical rules

Q: Labeling a child as learning disabled can lead to the child lacking self-confidence and performing poorly in school. What is this phenomenon called?
- Confirmation bias (Incorrect. Confirmation bias is the tendency to look for evidence that supports one’s own point of view. Teachers, students, and parents may look for evidence the student is performing poorly, contributing to a self-fulfilling prophecy.)
- Expectation fulfillment (Incorrect. When expectations are low, and they are fulfilled, this is termed a self-fulfilling prophecy.)
- General adaptation syndrome (Incorrect. General adaptation syndrome is a physiological reaction to stress.)
- The self-fulfilling prophecy (Correct! When a child expects to perform poorly in school because they are labeled as an underperformer, then fulfills these expectations, this is the self-fulfilling prophecy.)
A: The self-fulfilling prophecy

Q: Which of the following statements is TRUE regarding learning difficulties?
- They persist throughout one’s life. (Incorrect. Some learning difficulties may persist throughout one’s life, but this is not true of all difficulties. Many difficulties are resolved.)
- Labeling a child with a learning disability has no ill effect on their self-image. (Incorrect. Labeling can negatively impact a child’s self-image.)
- The same type of intervention works for most children with learning difficulties. (Incorrect. A child’s learning difficulty is unique, and there is no standard intervention that can address each student’s needs appropriately.)
- They may change over time. (Correct! Educational needs and difficulties change over time. Intelligence and ability is not a fixed construct.)
A: They may change over time.

Q: Before placing a child diagnosed with a learning disability into a special program, what additional esteem need should be considered for the child?
- Academic standards (Incorrect. Academic standards are already part of the conversation if a child is being considered for a special needs program, and does not specifically address the child’s esteem needs.)
- Schedule specific information (Incorrect. Scheduling information does not address children’s esteem needs.)
- School lunch nutrition (Incorrect. Nutrition is important, but when discussing a child’s esteem needs, the social aspect of school lunch periods is more important.)
- Social considerations (Correct! Labels affect a child’s self-concept, and can alienate children from peers. The child’s social needs must be considered when addressing learning disabilities.)
A: Social considerations

Q: Autism spectrum disorders (ASD) are frequently characterized by marked deficits in which of the following areas?
- Organizational skills (Incorrect. Persons with ASD often require strict organizational skills and schedules.)
- Personal hygiene (Incorrect. This is not a common trait among those with ASD.)
- Structured schedules (Incorrect. Having a structured schedule generally helps a person with ASD.)
- Reading social cues (Correct! ASD is often associated with difficulty reading and interpreting social cues and communication.)
A: Reading social cues

Q: Michael, who has an autism spectrum disorder, walks into his classroom and discovers that the teacher has rearranged the desks and he becomes highly agitated and uncomfortable. What is the best possible explanation for Michael’s behavior?
- Michael is upset because he no longer gets to sit by his best friend and talk throughout class. (Incorrect. Michael is most likely agitated by the rearrangement itself. Not sitting near a friend may be an unintended consequence, but we do not have enough information about his social relationships to determine if this is relevant.)
- Michael also has obsessive-compulsive disorder and he likes things to be in a certain order. (Incorrect. We know Michael has an autism spectrum disorder, and that changes to routines and layouts can be upsetting, so the most logical assumption is that his agitation springs from ASD, not that he has another comorbid disorder.)
- Michael had personally arranged the desks, and takes it as an affront that the teacher changed his layout. (Incorrect. The desks may have been arranged with Michael’s needs in mind, but generally, changes in routines trigger agitation in those with ASD.)
- Michael has difficulties adjusting to changes in routines and how things surrounding him are organized. (Correct! People with ASD, like Michael, have difficulty adjusting to changes around them, as routine and order is somewhat comforting.)
A: Michael has difficulties adjusting to changes in routines and how things surrounding him are organized.

Q: When is autism frequently diagnosed?
- Directly after receiving vaccinations (Incorrect. There is no proven link between vaccinations and autism, so this statement is erroneous.)
- Not until adulthood (Incorrect. Many psychological disorders appear late in adolescence or in early adulthood, but a child is most likely born with an autism spectrum disorder and diagnosed when circumstances or testing makes it apparent.)
- Around puberty (Incorrect. Puberty triggers many changes, but autism is not one of them.)
- When a child reaches school-age (Correct! School screenings often catch autism spectrum disorders, although many children are diagnosed before they reach school-age.)
A: When a child reaches school-age

Q: Dyslexia involves difficulty in which learning area?
- Sustained attention (Incorrect. Difficulty maintaining attention on one focus area is associated with ADHD.)
- Mathematics (Incorrect. Dyslexia pertains to words, and is one of the most commonly diagnosed learning disabilities.)
- Social situations (Incorrect. Difficulty in reading social situations is associated with autism spectrum disorder, not dyslexia.)
- Reading (Correct! Dyslexia is a neurobiological disorder which makes it difficult for individuals to read, spell, or decipher words.)
A: Reading

Q: Jordan has always had issues sitting still in the classroom, because he has trouble filtering out all of the extra noises and sights and paying attention to the teacher above all the stimuli. What disorder does Jordan likely have?
- Autism spectrum disorder (ASD) (Incorrect. A person with ASD could be overwhelmed by the same classroom, but Jordan exhibits signs of ADHD: not being able to sit still or filter out irrelevant information.)
- Dyslexia (Incorrect. Dyslexia is a neurobiological disorder associated with difficulties in reading.)
- Generalized anxiety disorder (GAD) (Incorrect. GAD involves persistent and pervasive anxiety and worry, often accompanied by restlessness.)
- Attention Deficit Hyperactivity Disorder (ADHD) (Correct! People with ADHD often have difficulties filtering out extraneous stimuli and focusing on what they’re supposed to or expected to.)
A: Attention Deficit Hyperactivity Disorder (ADHD)

Q: How is Attention Deficit Hyperactivity Disorder (ADHD) typically treated?
- It is treated with anti-convulsive medication (Incorrect. ADHD is treated with stimulants that target activity in the frontal lobes responsible for executive control.)
- It is treated with antidepressants (Incorrect. ADHD is treated with stimulants that target activity in the frontal lobes responsible for executive control.)
- It is treated with behavior modification therapy (Incorrect. Behavior modification implies an operant technique, using reward and punishment, which is not used in the treatment of ADHD. Cognitive behavioral therapy is often used for treating ADHD.)
- It is treated with stimulants. (Correct! Although it may sound counterintuitive, ADHD is treated effectively with stimulants that target activity in the frontal lobes responsible for executive control.)
A: It is treated with stimulants.

Q: Which of the following is not one of the multiple intelligences proposed in Gardner’s theory of multiple intelligences?
- Logical-mathematical (Incorrect. Logical-mathematical intelligence is one of those Gardner proposed that is measured by standard intelligence testing. It involves the ability to solve mathematical problems, problems of logic, and numerical patterns.)
- Spatial (Incorrect. Spatial intelligence is one of Gardner’s multiple intelligences, which measures visual accuracy, ability to read maps, understand space and distance. Standard intelligence tests measure this component of Gardner’s multiple intelligences.)
- Linguistic (Incorrect. Linguistic ability is also measured on standard intelligence tests, and is one of Gardner’s multiple intelligences.)
- Analytical (Correct! Analytical intelligence is one of the components of Sternberg’s triarchic theory of intelligence, which resembles a mix of Gardner’s logical-mathematical, spatial, and linguistic constructs.)
A: Analytical

Q: Sternberg’s concern over what he perceived as an over-emphasis on aptitude testing led him to propose a triarchic theory of intelligence, which includes all of the following components, EXCEPT:
- Analytical (Incorrect. This is one of the three forms of intelligence in Sternberg’s triarchic theory-- the analytical portion is what intelligence testing typically tests.)
- Creative (Incorrect. This is one of the three forms of intelligence in Sternberg’s triarchic theory. He believed that creativity was a crucial aspect of intelligence.)
- Practical (Incorrect. This is one of the three forms of intelligence in Sternberg’s triarchic theory, with a person’s ability to apply knowledge and intelligence imperative to overall success.)
- Interpersonal. (Correct! Sternberg would incorporate interpersonal intelligence into the practical component of intelligence, not treating it as a separate construct.)
A: Interpersonal.

Q: Ariela is a dancer and gymnast. Which theory of intelligence, Gardner’s or Sternberg’s would most fully capture the kind of intelligence Ariela displays, and what is this type of intelligence called?
- Gardner; spatial (Incorrect. Gardner’s concept of spatial intelligence refers more to how one understands space and distance, reads maps, and uses visual cues.)
- Sternberg; creative (Incorrect. Sternberg’s concept of creative intelligence is the ability to apply newly found skills to novel situations, so it applies to problem solving strategies than to creative expression of an art form (dance).)
- Sternberg; practical (Incorrect. Sternberg’s practical intelligence concept applies to using common sense to adapt to different situations.)
- Gardner; bodily-kinesthetic (Correct! Gardner’s theory of multiple intelligences includes a specific type of intelligence called bodily-kinesthetic intelligence that relates to one’s motor coordination, grace of movement, agility, and strength.)
A: Gardner; bodily-kinesthetic

Q: The average day of third-grade students places them in what state, as described by Brofenbrenner’s ecological systems model, for the majority of the time?
- Street corner state (Incorrect. This state comprises part of the student’s day, allowing children to talk and play among friends. In this state, they are active, excited, and energetic.)
- Home state (Incorrect. The home state occurs when parents or other family members are visiting, and this might mean the child gets special privileges, or is under disciplinary review. This state happens infrequently.)
- Sanctity state (Incorrect. The sanctity state occupies only a small portion of a student’s day, marked by a contemplative, peaceful, and meditative-like state.)
- Student state (Correct! This passive state of trying to stay task-focused takes up the majority of the day.)
A: Student state

Q: What is “hidden curriculum?”
- The classes and subjects that are open only to a select group of students, which are not advertised to the general student population. (Incorrect. Holding some students as superior to others based on academic standing or family status is part of a school’s hidden curriculum, but this usually does not involve a secret set of course offerings.)
- The people “behind the scenes” making learning happen, who develop the curriculum and assignments, but who get no credit for their work. (Incorrect. Learning occurs at so many levels, from developing curriculum to delivering it and spending extra time with students. Hidden curriculum are unstated values, expectations, and beliefs.)
- Expectations the staff sets forth for how students should behave, but which are not specified in student handbooks and guides. (Incorrect. This could be part of a hidden curriculum, but hidden curriculum also covers things like institutional racism, favoritism, sexism, and differing expectations for different student groups.)
- The underlying values and belief systems of the school and its members that do not constitute formal curriculum, but affect children’s learning experience. (Correct! Hidden curriculum can include things like patriotism, gender role expectations, and competition. These are deeply-ingrained beliefs that are not formally taught.)
A: The underlying values and belief systems of the school and its members that do not constitute formal curriculum, but affect children’s learning experience.

Q: Cultural influences on students informally teach all of the following messages, EXCEPT:
- Rankings of job and career prestige (Incorrect. Relative prestige of careers and jobs are informally taught, in the way teachers interact with children and with parents.)
- Gender roles and gender-appropriate behaviors (Incorrect. Schools enforce gender roles and unintentionally reinforce “gender-appropriate” jobs.)
- How to live in a bureaucratic society (Incorrect. From kindergarten up, children learn to sit obediently and comply with authority, getting required paperwork done, as directed.)
- Homework does not build greater responsibility (Correct! Research shows that although a goal of homework is to reinforce learning and teach students greater responsibility, it does not have this effect.)
A: Homework does not build greater responsibility

Q: According to Erikson, a successful resolution of the crisis in middle childhood will lead a child to a sense of what?
- Inferiority (Incorrect. An inferiority complex arises from the unsuccessful resolution of the crisis of middle childhood, and according to Erikson, this sense of inferiority can persist into adulthood.)
- Autonomy (Incorrect. Autonomy versus shame and doubt is the second crisis a child must overcome, around the ages of 18 months to 3 years old.)
- Initiative (Incorrect. Initiative versus guilt is the crisis directly preceding middle childhood, in early childhood.)
- Industry (Correct! The major crisis of middle childhood, according to Erikson, is industry versus inferiority. A child who successfully resolves this crisis will feel industrious and successful in their endeavors.)
A: Industry

Q: Minor failures do not destroy a child’s self-concept during middle childhood. Rather, learning from failure can give the child a healthy sense of what?
- Shame (Incorrect. A child can certainly learn shame from failure, but this is not ideal, nor is it healthy.)
- Pride (Incorrect. Pride in failure is somewhat counterintuitive. Learning from one’s mistakes can help a person make an accurate self-appraisal, which includes modesty or humility.)
- Greed (Incorrect. Failing at a task can motivate a child to work harder to accomplish a goal, but when greed is the motivating factor, this is not healthy.)
- Modesty (Correct! Modesty involves an honest self-appraisal. A child who learns his or her own strengths and weaknesses can be both confident and modest.)
A: Modesty

Q: Jessa feels increasing social pressure to look like the other girls in her class, wearing the same brands of clothing as they do. She feels like she will fit in and be well-liked if she wears similar clothing, but she just doesn’t like it, so she doesn’t conform. What is this brand-name pressure influencing within Jessa?
- Her self-esteem (Incorrect. Nothing here indicates Jessa’s self-esteem is affected for good or for bad; but her self-concept as an outsider or non-conformist may grow.)
- Her sense of accomplishment (Incorrect. Jessa feels pressure to fit in, but this doesn’t affect her sense of accomplishment in other areas of life. She may feel a sense of accomplishment in not caving to pressures to conform.)
- Her materialistic nature (Incorrect. Jessa doesn’t want to wear the clothes the other girls wear, so she doesn’t seem to have a materialistic motive.)
- Her self-concept (Correct! Jessa recognizes the pressure to conform, but she doesn’t like the clothing, so she doesn’t conform, exerting a self-concept independent from the social pressures surrounding her.)
A: Her self-concept

Q: These children are often targeted for bullying, as easy targets who do not fight back.
- Popular-antisocial children (Incorrect. Popular-antisocial children are the in-crowd whose popularity stems from being mean to others.)
- Aggressive-rejected children (Incorrect. Aggressive-rejected children are often rejected because they are loud or disruptive; they are more likely to fight back in a bullying situation.)
- Controversial children (Incorrect. Controversial children are children the other kids have strong opinions about, whether they strongly like or dislike them.)
- Withdrawn-rejected children (Correct! Rejected children are often shy and withdrawn, and these often timid children are targets for bullies because they do not retaliate.)
A: Withdrawn-rejected children

Q: What aspects of intimacy are vital to children’s friendships in middle childhood that weren’t as salient in early childhood?
- Shared interests, proximity (Incorrect. These are more characteristic traits of younger children, where playing with the same toys and being in physical proximity makes for a ready playmate.)
- Common friend groups, parents who are close (Incorrect. Having friends in common is a source of intimacy among children, but whether their parents are close to one another is fairly irrelevant to the children’s shared emotional bonds.)
- Shared family experience, physical intimacy (Incorrect. While coming from similar family backgrounds and being comfortable in each other’s presence contribute to friendship, psychological intimacy is much more important at this age than physical intimacy.)
- Emotional disclosure, trust, and vulnerability (Correct! In middle childhood, psychological intimacy becomes much more salient than in early childhood, and personal disclosure, trust, and shared vulnerability form bonds of friendship.)
A: Emotional disclosure, trust, and vulnerability

Q: Chuck goes to a fairly small school, yet nobody seems to notice him, and most days he’s alone. What category of child is Chuck?
- Average child (Incorrect. The average child is about evenly liked and disliked by his or her peers; not largely ignored.)
- Controversial child (Incorrect. Controversial children tend to have many supporters and many dissenters; Chuck has neither.)
- Aggressive-rejected (Incorrect. Chuck doesn’t show any signs of acting out or hostile toward anyone.)
- Neglected child (Correct! The neglected child goes largely unnoticed, not particularly liked nor disliked by his or her peers.)
A: Neglected child

Q: What stage of Kohlberg’s moral development theory do children in middle childhood usually occupy?
- Preconventional (Incorrect. Preconventional morality bases a decision’s morality on whether a person can get away with the action, or whether they will have to face the consequences of their actions.)
- Post-conventional (Incorrect. Post-conventional morality is based on upholding a social contract or universal human ethics, and usually does not appear until adolescence or later (if at all).)
- Universal human ethics (Incorrect. This is a post-conventional moral rationale.)
- Conventional (Correct! Conventional morality, given the Heinz dilemma, tends to judge the man’s actions on how he will be perceived, or based on conformity to laws.)
A: Conventional

Q: According to Carol Gilligan, Kohlberg’s theories were biased against women, based on all of the following observations, EXCEPT?
- Kohlberg explicitly stated women’s moral development was inferior to that of men. (Correct. Kohlberg did use nearly all male samples, his theories and legacy would not have held up well in the scientific community if he’d made such a remark.)
- Kohlberg performed the majority of his research only on men, leaving women out of the sample. (Incorrect. Kohlberg did not include women in his initial observations, making them inherently biased toward men.)
- Gilligan specified the need to design separate measures to test women and men. (Incorrect. Gilligan thought it was important to measure women and men’s moral reasoning differently, being careful not to imply one’s superiority over the other, simply emphasizing their differences.)
- Men focus on logic, while women focus on caring for others and relationships (Correct! Kohlberg based most of his studies on males, and based on his initial explanations of moral reasoning, men operated at a higher level of moral reasoning than did females, because he did not study both genders equally.)
A: Men focus on logic, while women focus on caring for others and relationships

Q: In Kohlberg’s moral reasoning test, what was his main question in the study?
- Whether men or women answer differently. (Incorrect. Kohlberg’s studies included primarily only male subjects, so he could not adequately measure any gender differences.)
- How often people changed their answers (Incorrect. Respondents usually only took the test once to provide one explanation, so providing multiple answers may indicate one’s thought process toward their eventual answer, but was not the measure studied.)
- How many people got the right answer (Incorrect. The answer the respondents gave was not important; how they arrived at their answer revealed their underlying moral reasoning.)
- Why people answered in the manner they did (Correct! This is how Kohlberg determined his stages of moral development-- based on the rationale respondents used for their answers.)
A: Why people answered in the manner they did

Q: The impact of divorce on children varies depending on a wide array of factors. Which of these short-term factors is among the strongest impacts on children of divorced parents?
- Adjustment to changes (Incorrect. In the first year after divorce, adjusting to change may be difficult for children, but with good parental and familial support, children are resilient.)
- Grief over lost time with parents (Incorrect. This is a bigger factor for parents who lose custodial rights or have them seriously curtailed, but many custody agreements work in a cooperative manner for co-parenting.)
- Social stigma (Incorrect. Divorce is common enough that there is little evidence that children whose parents are divorced suffer undue social stigma because of their status)
- Financial/ economic issues (Correct! With divorce, many households’ financial situations suffer in the near term, and these issues take time to resolve. The economic hardships parents experience may also impact their children’s well-being.)
A: Financial/ economic issues

Q: Which of the following is not a long-term consequence of divorce on children?
- Mental health issues (Incorrect. Mental health issues are common in both children and adults following a divorce.)
- Improved relationship with custodial parent (Incorrect. In the long-term, children can become closer and have improved relationships with their custodial parent.)
- Adjustment of the custodial parent (Incorrect. The custodial parent needs to practice self-care to take good care of his or her children.)
- Grief over losses suffered (Correct! A period of grief after a divorce is typically a more short-term effect.)
A: Grief over losses suffered

Q: Contemporary research indicates that children of divorced parents are more ________ their peers with non-divorced parents.
- Different from than similar to (Incorrect. Studies report more similarities than differences among children of divorced and non-divorced parents.)
- Envious of than angry with (Incorrect. The study did not address jealousy. The concept that children of divorced parents are envious or bitter is inflated from past decades and misinformation.)
- Well-adjusted than (Incorrect.Studies report more similarities than differences among children of divorced and non-divorced parents.)
- Similar to than different from (Correct! Studies report more similarities than differences among children of divorced and non-divorced parents.)
A: Similar to than different from

Q: Debbie, a 9-year-old has developed early, and older men make physical advances at her, expecting her to act as old as she looks. What are these older men doing to Debbie, mentally?
- Incest (Incorrect. Incest is a sexual act between relatives; we do not know if any of the men making physical advances toward Debbie are related to her.)
- Flattering her (Incorrect. There is nothing flattering about an adult making sexual advances toward a child.)
- Sexually assaulting her (Incorrect. Sexual assault is a physical act. These men are damaging Debbie’s psyche.)
- False self-training (Correct. These men are holding 9-year-old Debbie to the standards of an adult because her body looks adult-like, but they are denying her developmental immaturity and ignoring the fact that she is a child.)
A: False self-training

Q: Which of the following is NOT a reason boys tend to report sexual abuse less often than girls?
- Boys are afraid of the stigma against homosexual acts (Incorrect. Boys are afraid of this stigma, when they’ve been victimized.)
- Boys feel a social obligation to protect themselves and feel ashamed that they have failed (Incorrect. Boys often fail to report because they feel they have failed to protect themselves)
- Men are usually the perpetrators (Incorrect. Because men are usually the perpetrators, boys are afraid of the stigma against homosexual acts.)
- Boys are more likely to be abused by someone outside the family (Correct. While this is true, it’s not a primary reason boys report less frequently than girls.)
A: Boys are more likely to be abused by someone outside the family

Q: Approximately how many girls have been sexually abused in their lifetime?
- About 1 in 10 (Incorrect. This is the figure for boys, which is also way too prevalent.)
- About 1 in 20 (Incorrect. Unfortunately, sexual abuse against children of both sexes is higher than this figure.)
- About 1 in 50 (Incorrect. Unfortunately, sexual abuse against children of both sexes is higher than this figure.)
- About 1 in 4 (Correct. This number indicates alarming prevalence, and deeply sad.)
A: About 1 in 4