A) Very young children appear to be able to select, prefer, and have more positive interactions with some children over others.
B) Very young children show some preference for playing with some children, but they show no other differential behavior toward these preferred
playmates.
C) Very young children show more positive affect toward some children, but they do not appear to be more likely to seek them out as playmates.
D) Very young children are incapable of having a preferred playmate.
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A) assertive; angry; relational
B) angry; assertive; relational
C) relational; angry; assertive
D) relational; assertive; angry
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A) aggressive
B) sophisticated.
C) instrumental and concrete.
D) multidimensional.
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A) less; less
B) less; more
C) more; less
D) more; more
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A) the child's age.
B) the MMPI.
C) a sociometric status measure.
D) a personality inventory.
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A) gatekeeping.
B) withdrawing.
C) coaching.
D) modeling.
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A) High levels of gatekeeping, including control of peer interactions, are associated with high social competence.
B) Active gatekeeping that does not include control of peer interactions is associated with high social competence.
C) Active gatekeeping that does not include control of peer interactions is associated with low social competence.
D) Any gatekeeping at all is associated with low social competence.
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A) better at regulating emotion.
B) more attractive.
C) more socially skilled.
D) more cooperative.
E) less likely to exhibit assertive aggression.
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A) Separations from consistent caregivers have no lasting effects for relationships with adults when supportive peer relationships exist.
B) Relationships with peers can help young children develop some of the social and emotional capacities usually developed in the context of parent-child relationships.
C) Separations from consistent caregivers cause children to become delinquent and psychotic.
D) Peer relationships can more than compensate for a lack of caregiver-child attachment, since peers can share greater intimacy and trust.
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A) Cliques involve more members than crowds.
B) Older adolescents are more likely to belong to cliques than to crowds.
C) Cliques are assigned by consensus of the peer group.
D) Members of a crowd may spend little time with other members.
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A) are less likely to make them feel important and special.
B) are less likely to provide help and guidance.
C) have similar levels of conflict.
D) have similar quality of resolutions to their conflicts.
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A) Both girls will rate their social competence as low.
B) Both girls will overestimate their social competence.
C) Gabriela will rate her social competence as low, and Patricia will overestimate her social competence.
D) Gabriela will overestimate her social competence, and Patricia will rate her social competence as low.
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A) rejected.
B) controversial.
C) popular.
D) average.
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A) lower; more
B) lower; less
C) greater; more
D) greater; less
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A) studious.
B) leaders.
C) popular.
D) cooperative.
E) leaders and popular.
F) The central figures in school-age cliques tend to have all of these traits.
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A) strong control
B) low monitoring of activities
C) reasoning
D) negative emotions
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A) Piaget
B) Freud
C) Erikson
D) Vygotsky
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