The way boys and girls act toward each other in middle childhood is intensified by
A) tribalistic in-group/out-group thinking patterns.
B) early desires for sexual contact.
C) horizontal decalage.
D) girls' brains having a denser corpus callosum than boys' brains.
Question 2Gender studies of self-esteem in middle childhood show that
A) boys and girls both have very high self-esteem.
B) boys and girls both have very low self-esteem.
C) boys tend to have higher levels of self-esteem than girls.
D) girls tend to have higher levels of self-esteem than boys.
Question 3Most studies show that in middle childhood,
A) boys are generally better at reading emotions than girls.
B) girls have better spatial skills than boys.
C) boys have better gross motor skills than girls.
D) girls tend to have higher self-esteem than boys.
Question 4Generally speaking, by the end of middle childhood,
A) boys and girls both prefer stereotypical girl activities.
B) boys and girls both prefer stereotypical boy activities.
C) boys prefer stereotypical girl activities, and girls prefer stereotypical boy activities.
D) girls prefer stereotypical girl activities, and boys prefer stereotypical boy activities.
Question 5Reuben prefers to read science fiction stories about travel in outer space. Rebecca would rather read stories about animals or ghosts. Their choices reflect their
A) gender stereotypic preferences.
B) different levels of instrumentality.
C) different levels of expressivity.
D) gender-specific brain development.
Question 6During middle childhood,
A) boys and girls generally don't want to play with each other.
B) boys and girls generally enjoy playing with each other.
C) girls are interested in playing with boys, but boys are not interested in playing with girls.
D) boys are interested in playing with girls, but girls are not interested in playing with boys.
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