The correct answer appears first and is boldface.

1. a. Research suggests that when parents are involved and supportive of their children's efforts in school, or display what is often described as authoritative parenting, children are more likely to perform well in school.

b. Authoritarian parents are controlling and not very supportive. Both of these factors seem to weaken the likelihood of children's success in school.

c. Although permissive parents are often supportive and nurturant, the demands for competent, mature behavior, an ingredient that seems to assist children in becoming academically successful, are often missing.

d. The term laissez-faire is not used by psychologists to identify a particular style of parenting.

2. d. Students who attend a large high school are less likely to have opportunities to engage in leadership roles than students who attend a small high school.

a. Students who attend a small high school are more likely to feel competent and thus have greater self-esteem than students who attend a large high school.

b. Students who attend a small high school are more likely to feel competent and challenged than students who attend a large high school.

c. Students who attend a small high school are more likely to participate in school activities than students who attend a large high school.

3. b. Desiree's class is an example collaborative learning, in which the teacher provides some structure but encourages frequent collaboration among students.

a. In the traditional classroom, major interactions occur between teacher and students, not among students. Desiree is not in a traditional classroom.

c. The authoritarian classroom is not a type of classroom that has been identified. Moreover, the term authoritarian implies a strict and inflexible teaching style.

d. A classroom structure that encourages collaborative learning rarely compares children's accomplishments and thus would not be very competitive.

4. b. Once students are placed in a given academic track, it is difficult for them to switch to another group; therefore, Ryan will most likely remain in the slow track.

a. It is unlikely that Ryan will be in the advanced track, because once students are placed in a given academic track, it is difficult for them to switch to another group.

c. Although Ryan will very likely be in the slow-track class, we cannot assume that he will definitely not switch to a higher-track class.

d. It is impossible to know for certain what track Ryan will be in when he reaches fourth grade, but given the consequences of tracking that psychologists and educators have observed, we have good reason to expect that Ryan will remain in the slow-track class.

5. a. In the Pygmalion effect, teachers create a self-fulfilling prophecy by treating students differently based on their beliefs about the children's intellectual performance.

b. The Pygmalion effect deals not with class size but with teachers' expectations for students' performance.

c. The Pygmalion effect describes not the effects of different educational models but the effects of teachers' expectations for students' performance.

d. Although the Pygmalion effect describes differential treatment of students, such treatment is based on teachers' beliefs about children's intellectual performance (which may be partly influenced by the physical characteristics of the child), not simply on the physical attractiveness of the students.

6. b. The cultural compatibility hypothesis views the minority child as being culturally different, as suggested in Fred's situation, rather than as culturally deficient.

a. The KEEP model was a program designed to be compatible with the Hawaiian child's cultural background and to test the cultural compatibility hypothesis.

c. The cultural deficit hypothesis emphasizes deficiencies, not differences, in the backgrounds of minority children.

d. Cultural bias is a criticism of standardized tests of intelligence, not a hypothesis explaining the school performance of minority children.

7. b. Batteries of cognitive tests involving spatial relations, memory, vocabulary, and perceptual speed failed to reveal significant differences between children from these Asian countries and American children.

a. Children in these Asian countries spend more time in school each week and attend more days throughout the year than children in the United States.

c. A greater proportion of the school day is spent on mathematics by children in these Asian countries than by children in the United States.

d. Children in these Asian countries spend more time on homework than children in the United States.

8. d. Although youths with serious emotional disorders may receive some kinds of academic services, these services often are not tailored to the specific emotional or behavioral problems that could prove more helpful.

a. No evidence exists to indicate that parents of youths with serious emotional disorders are any less supportive of their children's academic efforts than are other parents. However, when parents are supportive, their children do benefit.

b. Youths with serious emotional disorders probably display as wide a range of intellectual abilities as other children. The disorder is a result of emotional factors, not mental retardation.

c. No evidence exists to indicate that youths with serious emotional disorders mature any more slowly than other children. In most cases, the limitation is specific to emotional or behavioral problems and does not involve other aspects of development.

9. b. TV viewing peaks at around ten to twelve years of age and declines during adolescence. Thus, José probably watches less TV than he did a few years ago.

a. Adolescents spend less time watching television than do younger children.

c. Adolescents spend less time watching television than do younger children. Thus, José's TV-viewing time has probably decreased.

d. Although television watching declines during adolescence, it is unlikely to stop altogether.

10. c. Children as young as five begin to understand that cartoons are fantasy, so Marcy most certainly understands this as well.

a. Children as young as preschool age can understand some of the actions of cartoon characters, so Marcy most certainly can as well.

b. Children as young as five understand that cartoons are fantasy, so Marcy most certainly understands this as well.

d. Even young children can integrate simple story plots, but they get increasingly better at integrating information across scenes as they mature cognitively.

11. b. Children who watch Sesame Street show gains on several cognitive skills, such as knowledge of letters and numbers, and show more positive attitudes toward people of other races.

a. Some studies have found cognitive gains, such as higher scores in standardized vocabulary tests, in children who watch Sesame Street.

c. There is no evidence of a reduction in prereading skills in children viewing Sesame Street. In fact, children who watch Sesame Street show gains in prereading skills.

d. Children from various social and ethnic backgrounds, as well as those from disadvantaged backgrounds, show cognitive gains and more positive attitudes toward school after watching Sesame Street.

12. c. Some critics of Sesame Street argue that children who watch the program may come to expect equally fast-paced learning experiences in school and thereby fail to develop reflective learning strategies.

a. Cognitive gains have been observed in preschoolers who regularly watch Sesame Street.

b. Although some researchers have criticized the fast-paced action of Sesame Street, the criticism was not directed at children's inability to comprehend the program's content.

d. Sesame Street deliberately includes characters of both genders and of various racial and ethnic backgrounds.

13. d. Social learning theory would predict an increase in Daryl's aggressive behavior as a result of imitating the acts of aggression portrayed on television.

a. Information-processing theory does not account for imitation of modeled aggression; rather, it would attempt to account for which aspects of TV capture and maintain attention, storage, and retrieval of the information.

b. Learning theory would predict that Daryl would need to be directly reinforced for his aggressive behavior to show an increase in the behavior; simply viewing the aggressive model would not be sufficient.

c. Ethological theory would suggest that aggressive behavior is triggered by an innate response to certain releasing stimuli. It does not account for learned aggression that results from watching aggressive models.

14. d. Laboratory studies and field experiments provide considerable support for the social learning theory position that viewing aggressive models increases aggressive behavior in children.

a. Research findings suggest a causal relationship between watching violence on TV and aggressive behavior in children.

b. Children who watch televised aggression are more likely to show aggressive behavior rather than less.

c. Several studies provide evidence that children often imitate the behavior of an aggressive model.

15. a. Young children may need guidance in terms of how to interpret what they see on television and how some of the things they observe might be dealt with more appropriately in real life.

b. Even young children can learn many positive things from television programming although limits may need to be placed on how much and what kinds of shows are watched.

c. Many positive things can be learned from age-appropriate television programming. In fact, young children are unlikely to attend to adult-oriented programming because it may be well beyond their level of comprehension.

d. Although some variety in programming may be positive, limits may need to be placed on the amount and kinds of programming watched to reduce the likelihood of young children learning inappropriate behaviors.

16. c. Engaging in delinquent behavior (or being associated with those who do) is a strong predictor of school violence.

a. Although easy access to guns is a predictor of school violence, males are much more likely to commit acts of violence than females.

b. A stereotype of children who engage in school violence is that they come from dysfunctional families; a stereotype that has not been shown to have much predictive validity.

d. Another stereotype of someone who engages in school violence is that they are a loner- many who engage in school violence are members of a school group, if somewhat marginal members.

17. a. Social cohesion or neighborhood norms are when adult residents establish activities, such as after school programs, designed to promote the values and goals of the community.

b. A gang may be cohesive, but it is not an example of a neighborhood norm as defined in your textbook.

c. Although this is a way in which neighborhoods may influence development, it is not a norm.

d. Parents who feel uncomfortable in their neighborhood because they feel it is unsafe often keep tight control over their children's activities, which can be beneficial to children, but it is not an example of a norm.

18. d. Although there are problems with cross-cultural research, the TIMSS data reveal that of the countries listed in this question, students from the United States score the lowest on math achievement.

a. Of the countries listed, Japanese students score the highest on math achievement.

b. Of the countries listed, Canadian students score the second highest on math achievement.

c. Of the countries listed, children from Slovenia score higher than children from the US.