Test Bank for Social Development, 3rd Edition, Ross D.

Parke

Test Bank for Social Development, 3rd Edition, Ross

D. Parke

To download the complete and accurate content document, go to:

https://testbankbell.com/download/test-bank-for-social-development-3rd-edition-ross-
d-parke/

Visit TestBankBell.com to get complete for all chapters

 TEST BANK FOR CLARKE-STEWART & PARKE SOCIAL DEVELOPMENT

CHAPTER 6. SELF AND OTHER: GETTING TO

KNOW ME, GETTING TO KNOW YOU

Note: the highlighted items are included in the practice exam questions provided for students
in the Student Resources available at www.wiley.com/college/clarke.

Page numbers in the text are indicated in parentheses () at the end of each multiple choice,
true/false, and short answer test item. Correct answers are indicated with asterisks (*).

MULTIPLE CHOICE QUESTIONS

1. Awareness that the self is different from other people is referred to as: (a) *sense of self (b)
collective self (c) relational self (d) identity (157)

2. The best term to describe the aspects of the self that make a person unique is: (a) the relational
self (b) the collective self (c) *the individual self (d) identity (157)

3. The best term to describe aspects of the self that involve connections to other people is: (a)
*the relational self (b) the collective self (c) the individual self (d) identity (157)

4. A person’s concept of self within a group is referred to as: (a) the relational self (b) *the
collective self (c) the individual self (d) identity (157)

5. A child who is placed in front of a mirror and is then turned around, given a sticker on the
nose, and then redirected to the mirror will respond by giggling, showing embarrassment, or
acting silly if they are: (a) 6 months old (b) 9 months old (c) 12 months old (d) *24 months old
(157-158)

6. Children have trouble representing and remembering past self-images until they are about: (a)
3 years old (b) *4 years old (c) 5 years old (d) 6 years old (158)

7. Children’s views and descriptions of themselves become ____ specific, ____ detailed, and
____ psychological as they grow up: (a) less, less, more (b) more, less, more (c) less, less, less
(d) *more, more, more (158)

8. Children describe themselves in terms of their abilities, interpersonal attributes, and successes
in different social areas at: (a) 3-4 years old (b) 5-7 years old (c) *8-10 years old (d) 11 years and
older (158)

9. Children describe themselves in terms of their competencies, “I am good at running, jumping,

and school work” at: (a) 3-4 years old (b) *5-7 years old (c) 8-10 years old (d) 11 years and older
(158)
10. Children begin to describe themselves in terms of their personality traits and social
relationships in: (a) *early adolescence (b) middle adolescence (c) late adolescence (d) none of
the above (158)

11. Children think about future and possible selves in: (a) early adolescence (b) middle
adolescence (c) *late adolescence (d) early adulthood (159)

12. Compared with the personal stories told by Chinese children, in their personal stories
American children: (a) describe themselves in more neutral terms (b) refer more to interpersonal
relations (c) *refer to their preferences (d) refer to their social group (159)

13. Comparing the personal stories of Chinese children with those of American children,
researchers found that Chinese mothers used the story telling opportunity to remind their child
of: (a) his or her place in the social hierarchy (b) the need to follow the rules (c) the importance
of social connectedness (d) *all of the above (159-160)

14. Children with autism: (a) show precocious self-recognition (b) show excessive emotional
response when they do successfully self-recognize (c) *show similar neurological responses to
their own face, a familiar face, and an unfamiliar face (d) are similar to normal children in self
recognition (160)

15. The evaluative component of self that taps how positively or negatively people view
themselves in relation to others is referred to as: (a) stereotype consciousness (b) relational self
(c) the sense of self (d) *self esteem (160)

16. Boosting children’s self-esteem by therapeutic interventions or school programs is likely to

lead to: (a) more prosocial behavior (b) less internalizing behavior (c) both a and b (d) *neither a
nor b (161)

17. Domains of self-perceptions assessed by the Harter scale include: (a) physical appearance (b)
behavioral conduct (c) *both a and b (d) neither a nor b (161)

18. High self-esteem helps prevent children from: (a) smoking (b) engaging in early sex (c)
failing in school (d) *none of the above (161)

19. Preschool children’s self-appraisals: (a) often reflect what children want to be instead of who
they are (b) are not very accurate or realistic (c) relate moderately well to their teachers’
assessments (d) *all of the above (162)

20. Self-appraisals become more accurate with age as a result of: (a) development (b) social
feedback (c) *both a and b (d) neither a nor b (162)

21. The association between children’s self-perceptions in a domain and their investment in that
domain is as follows: (a) children’s self-perceptions in a domain predict their investment (b)
children’s investment in a domain predicts their self-perceptions (c) *both a and b (d) neither a
nor b (162)
22. The research on gender differences in self-esteem is best described as showing that: (a) *girls
have lower global self-esteem than boys in middle childhood and this continues into adolescence
(b) girls have lower global self-esteem than boys in middle childhood but this difference
disappears by adolescence (c) girls have lower global self-esteem than boys in middle childhood
but boys have lower global self-esteem by adolescence (d) girls have higher global self-esteem
than boys in middle childhood and this continues into adolescence (162)

23. The finding that boys have higher global self-esteem than girls is found: (a) only in middle
childhood (b) only in North American samples (c) only in late adolescence (d) *none of the
above (162)

24. Greta and John are both teachers. Both feel that they work hard at teaching and are perceived by their
students as demanding. However, Greta feels good about her ability to reach students whereas John does
not. With regard to teaching, it might be said that Greta and John have: (a) different self-concepts and
different levels of self-esteem (b) *similar self-concepts and different levels of self-esteem (c) similar
self-concepts and similar levels of self-esteem (d) different self-concepts and similar levels of self-esteem
(162)

25. Global self-esteem is higher among children whose parents are: (a) psychologically
controlling (b) manipulative (c) intrusive (d) *none of the above (163)

26. Global self-esteem is higher among children whose parents: (a) set clear and consistent rules
(b) are involved with their children (c) considered the child’s views in family decisions (d) *all
of the above (163)

27. Peers are especially important for promoting adolescents’ self-perceptions in the domains of:
(a) physical appearance, social acceptance, and behavioral conduct (b) physical appearance,
social acceptance, and scholastic ability (c) *physical appearance, social acceptance, and athletic
competence (d) scholastic ability, social acceptance, and athletic competence (163)

28. The research on peers and self-esteem is best described as showing that: (a) children’s self-
esteem becomes increasingly influenced by their peers as the children grow older (b) support
from peers in public domains is more important than support in private domains (c) feedback
from anonymous peer strangers can affect a child’s self-esteem (d) *all of the above (163)

29. Mentoring programs that researchers have evaluated apparently increase children’s self-
esteem by: (a) increasing children’s acceptance by peers (b) *improving children’s relationships
with parents (c) increasing children’s social skills (d) teaching children to take risks (163)

30. Praising children for their talent and intelligence helps them to: (a) excel at school when
faced with challenges (b) seek out new tasks where there is a chance of failure (c) increase their
sense of mastery (d) *none of the above (163)

31. Effective praise that will promote children’s self-esteem is: (a) focused on the child’s efforts,
not the child’s performance (b) based on things the child can change (e.g., strategies and
progress) rather than things the child cannot change (e.g., intelligence and attractiveness) (c)
specific and sincere, not global or exaggerated (d) *all of the above (163-164)

32. The definition of oneself as a discrete, separate entity is: (a) the individual self (b) the
relational self (c) *identity (d) self-esteem (164)

33. When a person has experienced neither an identity crisis nor an identity commitment, this is
referred to as: (a) *identity diffusion (b) identity foreclosure (c) identity moratorium (d) identity
achievement (164)

34. When a person has experienced both an identity crisis and an identity commitment this is
referred to as: (a) identity diffusion (b) identity foreclosure (c) identity moratorium (d) *identity
achievement (164)

35. When a person is actively involved in exploration of different identities but has not yet made
an identity commitment this is referred to as: (a) identity diffusion (b) identity foreclosure (c)
*identity moratorium (d) identity achievement (164)

36. Children who have reached identity achievement: (a) are relatively more authoritarian and
inflexible (b) can show relatively higher levels of externalizing and internalizing behaviors (c)
*are relatively more able to develop close intimate relationships (d) are relatively anxious and
ambivalent, with strained relationships (165)

37. Children who have reached identity moratorium: (a) are relatively more authoritarian and
inflexible (b) can show relatively higher levels of externalizing and internalizing behaviors (c)
are relatively more able to develop close intimate relationships (d) *are relatively anxious and
ambivalent, with strained relationships (165)

38. Which of the following is true regarding identity in adolescence: (a) the number of
adolescents who have diffused identities or are in moratorium stays the same (b) *more than half
remain in the same identity level from early to late adolescence (c) all adolescents change their
identity level (d) boys change but girls remain at the same identity level (165)

39. The largest shifts towards a stable identity take place: (a) before high school (b) during high
school (c) *during the college years (d) after the college years (165)

40. Factors that influence adolescents’ identity development include: (a) biological changes in
puberty (b) changes in cognitive functioning (c) increased social interaction skills (d) *both a and
b (165)

41. Early precursors of ethnic identity include the following phenomena: (a) babies look longer
at faces of their own race than faces of other races (b) preschool children prefer to play with
children from their own group (c) minority group children reach this awareness earlier than other
children (d) *all of the above (166-167)
42. Which of the following is true of ethnic identity among African Americans and Latinos
during adolescence: (a) they become less proud of their ethnic group because of increasing
discrimination (b) they become less proud of their ethnic group because of increasing media-
based stereotypes (c) *they become more proud of their ethnic group (d) their level of group
pride is set in childhood and does not change in adolescence (168)

43. Active exploration of ethnic identity occurs among half of all African American children by:
(a) *10th grade (b) 11th grade (c) 12th grade (d) the first year of college (168)

44. Which of the following is true regarding ethnic identity? (a) if minority youth identify too
strongly with the dominant culture they are often criticized by their ethnic peers for being ‘too
white’ (b) students with anti-white attitudes have lower achievement and self-esteem (c) *both a
and b (d) neither a nor b (168)

45. When a Mexican American adolescent identifies solely with the culture of origin he or she
could be classified as: (a) marginally oriented (b) bicultural (c) European American-oriented (d)
*Mexican-oriented (169)

46. When a Mexican American adolescent identifies strongly with the culture of origin and the
host culture he or she could be classified as: (a) marginally oriented (b) *bicultural (c) European
American-oriented (d) Mexican-oriented (169)

47. Which of the following is true regarding ethnic-based associations during adolescence: (a)
adolescents who have more contact with members of other ethnic groups tend to develop more
mature ethnic identities (b) most students tend not to know classmates in other groups well
because they see these students more as members of a group than as individuals (c) *both a and b
(d) neither a nor b (170)

48. A mental representation of an event or situation of daily life including the order in which
things are expected to happen and how one should behave in that event or situation: (a) theory of
mind (b) identity (c) *behavioral script (d) collective self (172)

49. Children’s understanding that people have mental states such as thoughts, beliefs, and desires
that affect their behavior is termed: (a) *theory of mind (b) identity (c) behavioral script (d)
collective self (172)

50. Children’s understanding that people’s actions are intentional and goal directed begins to
emerge at: (a) 6 months (b) *12 months (c) 18 months (d) 24 months (172)

51. Children’s early understanding of intentions and norms typically proceeds in this order: (a)
*intentionality of others, joint attention, social norms, social scripts (b) social norms, social
scripts, intentionality of others, joint attention (c) social norms, joint attention, social scripts,
intentionality of others (d) intentionality of others, social norms, joint attention, social scripts
(172)
52. Children’s understanding of social scripts: (a) conserves children’s social energy (b) ensures
social predictability (c) facilitates peer interactions (d) *all of the above (172)

53. Children show consistent success at verbally-based “false belief” storytelling tests designed
to assess the child’s theory of mind by: (a) 2 years (b) 3 years (c) *4-5 years (d) “false belief”
storytelling tasks are not designed to test theory of mind (173)

54. Autistic children show a ______ success rate with the “false belief” story telling tests
compared with normal children, who show a ______success rate: (a) high, low (b) *low, high (c)
the two groups of children show similar success rates on these tests (d) moderate, low (174)

55. Theory of mind has been linked with which area of the brain: (a) occipital lobe (b) amygdala
(c) hippocampus (d) *prefrontal cortex (173)

56. During ______ children are trait theorists who believe that psychological characteristics are
fixed and stable across time and situation: (a) infancy (b) early childhood (c) *middle childhood
(d) adolescence (175)

57. During ______ children are behaviorists who focus on observable characteristics and
behaviors and environmental circumstances: (a) *early childhood (b) middle childhood (c) late
childhood (d) adolescence (175)

58. The ______ perspective is characterized by children seeing networks of perspectives: (a)
egocentric (b) differentiated (c) reciprocal (d) *societal (176)

59. The ______ perspective is characterized by children realizing they may either have the same
or a different perspective from another person: (a) egocentric (b) *differentiated (c) reciprocal
(d) mutual (176)

60. The ______ perspective is characterized by children’s being able to describe their own
perspective, a peer’s perspective, and their shared perspective: (a) egocentric (b) *mutual (c)
reciprocal (d) societal (176)

61. Children who have higher levels of social understanding also have higher levels of: (a)
prosocial behavior (b) intelligence (c) *both a and b (d) aggressive behavior (176)

62. Children’s theory of mind is more advanced when parents: (a) avoid talking about mental
states with their children (b) *tend to talk to their infants as separate psychological entities (c)
focus largely on their children’s physical needs (d) arrange for children to have lots of play dates
(176-177)

63. Children’s theory of mind is more advanced when parents: (a) *include explanations of the
causes and effects of mental states (b) take conversations with the child as an opportunity to
direct the child rather than connect with them (c) give children freedom to develop understanding
of others by themselves (d) play a lot with their children (176-177)
64. Children’s understanding of other’s thoughts and traits is particularly facilitated by
interactions with siblings and friends including: (a) dispute resolution (b) pretend play (c) *both
a and b (d) parallel play (177)

65. Children’s understanding of others’ thoughts and traits is particularly facilitated by

interactions with siblings and friends including: (a) *discussions of shared concerns, interests,
and goals (b) avoidance of discrepancies between their own desires and the desires of the peer (c)
handling disagreements with peers without parental mediation (d) all of the above (177)

66. A general label applied to individuals based solely on their membership in a racial, ethnic, or
religious group is: (a) prejudice (b) theory of mind (c) script (d) *stereotype (178)

67. The knowledge that other people have beliefs based on stereotypes is: (a) prejudice (b) theory
of mind (c) *stereotype consciousness (d) stereotype (178)

68. A set of attitudes by which an individual defines all members of a group negatively: (a)
*prejudice (b) theory of mind (c) stereotype consciousness (d) stereotype (178)

69. Prejudice can be reduced by: (a) reducing the amount of contact between members of groups
who are prejudiced against each other (b) *reducing competitiveness between groups (c)
highlighting group membership instead of individual characteristics (d) increasing stereotyped
thinking (180)

70. The smallest sound units that affect meaning in a language: (a) syntax (b) pragmatics (c)
*phonemes (d) semantics (181)

71. The meanings of words and word combinations: (a) syntax (b) pragmatics (c) phonemes (d)
*semantics (181)

72. The part of grammar that prescribes how words combine into phrases, clauses, and sentences:
(a) *syntax (b) pragmatics (c) phonemes (d) semantics (181)

73. A set of rules that specify appropriate language for particular social contexts: (a) syntax (b)
*pragmatics (c) phonemes (d) semantics (181)

74. A very young infant’s production of vowel-like sounds: (a) syntax (b) babbling (c)
holophrase (d) *cooing (182)

75. An infant’s production of strings of consonant-vowel sounds: (a) syntax (b) *babbling (c)
holophrase (d) cooing (182)

76. A single word that appears to represent a complete thought: (a) telegraphic speech (b)
*holophrase (c) babbling (d) syntax (182)
77. Two-word or three-word utterances that include only the words essential to convey the
speaker’s intent: (a) *telegraphic speech (b) holophrase (c) babbling (d) syntax (182)

78. Rules of pragmatics include the following: (a) engage the attention of the listener before
speaking (b) be sensitive to the listener’s feedback (c) adjust speech to be appropriate for
different listeners (d) *all of the above (183)

79. Most fundamental forms of grammar are acquired by the time children are: (a) 3 years old (b)
4 years old (c) *5 years old (d) none of the above (183)

80. A child who is asked to bring over the refrigerator will understand that the request is
problematic and request clarification as early as: (a) *3 years old (b) 4 years old (c) 5 years old
(d) 5 years old (184)

81. Religious identity is: (a) *particularly strong among Latina girls (b) particularly strong
among white boys (c) particularly strong among Latino boys (d) particularly strong among
majority children compared to children in ethnic minorities (170)

TRUE/FALSE QUESTIONS

1. T/F: Information about your biological and psychological traits is called a genomic self (true)
(157)

2. T/F: In early adolescence children describe themselves in terms of social relationships,

personality traits, and other general, stable psychological characteristics (true) (158)

3. T/F: In middle adolescence the emerging ability to think in the abstract interferes with the
adolescent creating a more integrated view of the self (false) (159)

4. T/F: Although children with autism may struggle with recognizing themselves as social
beings, they show no deficits in self-recognition (false) (160)

5. T/F: High self-esteem can be positively related to prejudice and antisocial behavior (true)
(161)

6. T/F: For most children under 8 years, self-perceptions reflect who they really are instead of
who they want to be (false) (161)

7. T/F: How children evaluate themselves in a particular domain will affect their self-esteem
regardless of the importance they place on that domain (false) (162)

8. T/F: A clear link exists between children’s ratings of their appearance and their overall self-
esteem (true) (162)

9. T/F: Parents’ approval seems to be particularly important for fostering self-perceptions in the
domains of scholastic competence and social acceptance (false) (163)
10. T/F: Praising children by telling them they are smart or beautiful may set them up for failure
because they will perceive those factors to be out of their control (true) (163)

11. T/F: Preschool children do not understand that their ethnicity is not changeable but remains
one of their permanent characteristics (true) (166)

12. T/F: Most minority group parents socialize their children regarding ethnic issues and
prejudice (true) (170)

13. T/F: Theory of mind has not been found in other species, including primates (false) (174)

14. T/F: Four-year olds can use trait labels (e.g., shy) to infer how a person would react to a
situation such as entering a crowd of people (true) (175)

15. T/F: Children who have siblings perform better on false belief theory of mind tests than only
children, and this is especially true if the sibling is a twin (false) (177)

16. T/F: Children who serve as cultural brokers have lower theory of mind scores than children
who do not serve this brokering role (false) (177)

17. T/F: One cultural influence on social understanding is that children’s use of trait terms to
describe someone’s actions as helpful or smart vary according to the cultural values of the
community (true) (177-178)

18. T/F: Children with stereotype consciousness use this knowledge to interpret social exchanges
and are likely to explain interracial interactions as reflecting discrimination (true) (178)

19. T/F: Prejudice in early childhood usually decreases during middle childhood and then
increases again during adolescence (true) (178)

20. T/F: Two-year-olds tend to repeat their messages even if they receive an adequate response
(false) (183)

21 T/F: Religious identity is positively related to youth adjustment (true) (170)

SHORT-ANSWER QUESTIONS

1. Name the 3 stages of self-description in childhood described by Harter. (158)

2. What are the 3 stages of self-description in adolescence described by Harter? (159-160)

3. Briefly describe the mirror self-recognition test and what it reveals about the development of
self (157-158)

4. What are 4 domains of self-evaluation studied by Harter? (161)

5. List 3 positive effects of high self esteem (161)

6. Describe the 4 identity outcomes outlined by Marcia (165)

7. Describe the 4 faces of ethnic identity (167)

8. Define bicultural and marginal cultural orientations and list 2 consequences of each (169)

9. Describe the 4 stages of social perspective taking (176)

10. Name 3 determinants of stereotyping (178)

11. Describe 3 forms of preverbal communication and why they are important (181)

12. Describe 3 rules of pragmatics that are helpful for social development (183)

13. What is unconscious prejudice and how is it measured? (178)

14. Describe 3 ways in which preschoolers’ conversational skills are limited (183-184)

15. Describe 3 ways of reducing prejudice (180)

16. Describe the development of religious identity and its consequences (170-171)

ESSAY QUESTIONS

1. Discuss gender differences in global self-esteem.

2. Describe the developmental progression of self representations.

3. Discuss differences between autistic and nonautistic children in self-recognition abilities.

4. Why is theory of mind important for understanding children’s social development?

5. Discuss the role of language in social development.

6. High self-esteem is a mixed blessing. Discuss the negative and positive correlates of high self-
esteem.

7. Discuss the role of parents and peers in children’s development of an ethnic identity.

8. Discuss the benefits of a bicultural identity for children’s development.

9. Discuss the developmental progression of children’s understanding of others’ traits. Why is

this understanding important?
Test Bank for Social Development, 3rd Edition, Ross D. Parke

10. As an expert on prejudice and stereotyping, how would you advise teachers and parents to
reduce children’s prejudice?

Visit TestBankBell.com to get complete for all chapters