"I want you to clean your room right now!"
"What do you think Bonnie felt when you asked her to the dance and then didn't show up?"
"I don't care what you do"
"That decision is yours to make. I will no longer tell you what to do."
All of these
"Those excuses are lame. Birth order effects are just not that powerful"
"You misread the data. Lastborns are the most socially and academically competent of the siblings."
"You are correct. I'll try to keep that in mind the next time you're late."
"Your parents had higher expectations for you than the other children. You should know better."
No detrimental effects
Extremely negative effects
Very little negative effect
Negative effects for sons only
Conflict erodes the well-being of the children
The mother is not perfectly happy
The father spends too much time at work
Financial arguments are present
Can be either positive or negative
Are almost always positive
Are almost always negative
Rarely affect social development
Generally have no effect on peer relations
Only develop before peer relationships are established
Develop independently of peer relations
Serve as emotional bases for enjoying peer relations
Hostile when their intentions are ambiguous
Ambiguous when their intentions are hostile
Friendly when their intentions are hostile
Hostile when their intentions are hostile
Infrequently nominated as someone's best friend are are actively disliked by their peers
Frequently nominated as someone's best friend and are actively disliked by their peers
Infrequently nominated as someone's best friend and are not disliked by their peers
Frequently nominated as someone's best friend and are not disliked by their peers
Described as controversial
Described as neglected
Described as rejected
None of the above
An aggressive victim
A passive victim
None of these
An aggressive or passive victim
A Piagetian approach
What is learned, not how it is learned, is stressed
Listening, rather than speaking, is stressed
Little concern is paid to physical development
Play is extremely important in the child's total development
The teacher acts are the director of learning
Assessment and accountability guide the curriculum
Specific time periods are set aside for back-to-basics
Children are given considerable freedom
The teacher uses highly structured, teacher-directed, department education required, lesson plans
Children are able to select many of their own activities from a variety the teacher prepared
Children are provided many opportunities to develop negotiating skills
The teacher enhances children's self control by using positive guidance techniques
Elementary school does not have enough assessment and accountability
Elementary school relies exclusively on female authority figures
Elementary school proceeds mainly on the basis of negative feedback
Elementary school is too early to introduce computers
Willingness to adapt school practices to individual differences
Back to basics movement
Comprehensive training approach
Proactive classroom management with teachers teams