Children model themselves largely on their parents. They do so mainly through identification. Children identify --1-- a parent when they believe they have the qualities and feelings that are --2-- of that parent. The things parents do and say—and the --3-- they do and say to them—therefore strongly influence a child's --4--. However, parents must consistently behave like the type of --5-- they want their child to become.
A parent's actions --6-- affect the self forms --7-- identification. Children who see mainly positive qualities in their --8-- will likely learn to see themselves in a positive way. Children who observe chiefly --9-- qualities in their parents will have difficulty --10-- positive qualities in themselves. Children may --11-- their self image, however, as they become increasingly --12-- by peers groups standards before they reach --13--.
Isolated events, 13 dramatic ones, do not necessarily have a permanent --14-- on a child's behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, --15--, accept the divorce of their parent's or a parents early --16--. But if children feel unloved, they may interpret such events --17-- a sign of rejection or punishment.
In the same way, all children are not influenced --18-- by toys and games, reading matter, and television programs. --19-- in the case of a dramatic change in family relations, the --20-- of an activity or experience depends on how the child interprets it.
1. [A] to [B] with [C] around [D] for 2. [A] informed [B] characteristic [C] conceived[D] indicative 3. [A] gesture [B] expression [C] way [D] extent 4. [A] behavior [B] words [C] mood [D] reactions 5. [A] person [B] humans [C] creatures[D] adult 6. [A] in turn [B] nevertheless [C] also [D] as a result 7. [A] before [B] besides [C] with [D] through 8. [A] eyes [B] parents [C] peers[D] behaviors 9. [A] negative [B] cheerful [C] various [D] complex 10. [A] see [B] seeing [C] to see [D] to seeing 11. [A] modify [B] copy [C] give up [D] continue 12. [A] mature [B] influenced [C] unique [D] independent 13. [A] not [B] besides [C] even [D] finally 14. [A] idea [B] wonder [C] stamp[D] effect 15. [A] luckily [B] for example [C] at most [D] theoretically 16. [A] death[B] rewards [C] advice [D] teaching 17. [A] as [B] being [C] of [D] for 18. [A] even [B] at all [C] alike[D] as a whole 19. [A] Oh [B] Alas [C] Right[D] As 20. [A] result [B] effect [C] scale[D] cause
forms --7-- identification. Children who see mainly positive qualities in their --8-- will likely learn to see themselves in a positive way. Children who observe chiefly --9-- qualities in their parents will have difficulty --10-- positive qualities in themselves. Children may --11-- their self image, however, as they become increasingly --12-- by peers groups standards before they reach --13--. 
