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Chapter 11
Quick Quiz
1. Who is most likely to describe themselves as “the best artist in the class”?
a. Doreen, who is 4 years old c. Bob, who is 13 years old
b. Tory, who is 8 years old d. Corey, who is 17 years old
2. Sixteen-year-old Dante believes that he can drink and drive without causing an accident or getting arrested. This
is an example of an adolescent’s belief in the
a. imaginary audience. c. illusion of invulnerability.
b. personal fable. d. luck of the draw.
3. A student says: “I come from a long line of police officers. My grandfather and my father were policemen, and
me and my brother are expected to continue in the tradition.” This best describes Marcia’s state of
a. diffusion. c. moratorium.
b. foreclosure. d. achievement.
4. The feeling that you are a part of an ethnic group and learn the customs and traditions of this group’s culture
and heritage is known as
a. ethnic identity. c. self-esteem.
b. self-recognition. d. self-worth.
5. How competent the child feels in relationships with parents and peers is reflected in which of Harter’s domains?
a. behavioral conduct c. athletic competence
b. physical appearance d. social acceptance
6. The pattern of developmental change in self-esteem
a. shows a steady decline from preschool through adolescence.
b. shows a steady increase from preschool through adolescence.
c. shows an overall decline from preschool through adolescence, but with periods of stabilization or even
increases.
d. shows an overall increase from preschool through adolescence, but with periods of stabilization or even
decreases.
7. According to Cole (1991), what percentage of children ages 9 to 10 years old feel negative about themselves?
a. 5% c. 25%
b. 15% d. 40%
8. Who is most likely to describe someone as tall with brown hair and brown eyes, and likes to play soccer?
a. Marta, who is 5 years old c. Marina, who is 13 years old
b. Otto, who is 10 years old d. Torrin, who is 15 years old
9. During Selman’s __________ stage of perspective taking, children can step into another’s shoes and view
themselves as others do.
a. social-information c. third-person
b. self-reflective d. societal
10. In May of 1954, the Supreme Court determined that segregated schools were unconstitutional in their
decision in
a. Roe v. Wade c. Marbury v. Madison
b. Plessey v. Ferguson d. Brown v. Board of Education
Chapter 11
Quick Quiz Answers
1. Chapter Module: Who Am I? Self-Concept
2. Chapter Module: Who Am I? Self-Concept
3. Chapter Module: Who Am I? Self-Concept
4. Chapter Module: Who Am I? Self-Concept
5. Chapter Module: Self-Esteem
6. Chapter Module: Self-Esteem
7. Chapter Module: Self-Esteem
8. Chapter Module: Understanding Others
9. Chapter Module: Understanding Others
10. Chapter Module: Understanding Others
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Chapter 11
Understanding Self and Others
MULTIPLE CHOICE QUESTIONS
11.1 The attitudes, behaviors, and values that a person believes make him or her a unique individual are referred to
as the person’s
a. self-concept. c. imaginary audience.
b. specification. d. personal fable.
Chapter Module: Who Am I? Self-Concept
11.2 The foundation or first step of developing a self-concept occurs when children
a. begin to wonder who they are.
b. become aware that they exist independently of other people and objects in the environment.
c. mention emotions when describing themselves.
d. begin to describe themselves in relation to their peers.
Chapter Module: Who Am I? Self-Concept
11.3 Dr. Jones conducts a study in which he places a red mark on toddlers’ noses and then places them in front of a
mirror. Dr. Jones appears to be interested in
a. identity statuses. c. egocentrism.
b. self-awareness. d. self-esteem.
Chapter Module: Who Am I? Self-Concept
11.4 Two-year–old Chris “helps” his dad change the oil in the car and ends up with a black oil streak on his cheek.
When they come into the house, his dad takes him into the bathroom to clean up. Based on what
you know about self-awareness in 2-year-olds, what would you expect Chris to do when he looks in
the mirror?
a. Reach up and touch the black spot on his cheek.
b. Touch the black spot he sees on the mirror.
c. Look at his dad to see if he, too, has oil on his face.
d. Not show any indication that he notices the spot.
Chapter Module: Who Am I? Self-Concept
11.5 Evidence for growing self-awareness between the ages of 18 and 24 months includes the fact that children of
this age
354
a. cannot recognize themselves in a mirror.
b. look less at photographs of themselves than at photos of other children.
c. do not refer to themselves by name.
d. sometimes know their own age and gender.
Chapter Module: Who Am I? Self-Concept
11.6 Self-awareness is usually well-established by the age of
a. 6 months. c. 2 years.
b. 1 year. d. 3 years.
Chapter Module: Who Am I? Self-Concept
11.7 Toddlers who were self-aware were
a. more likely to say “Mine!” when playing with toys than children who are not self-aware.
b. less likely to say positive things to their playmates than children who are not self-aware.
c. more confrontational and aggressive than children who are not self-aware.
d. less likely to consider the toy to be part of a definition of themselves than children who are not self-aware.
Chapter Module: Who Am I? Self-Concept
11.8 Who is most likely to say, “Mine!” while playing with toys?
a. Parker, a 2-year-old who is self-aware
b. Denton, a 2-year-old who is not self-aware
c. Parker and Denton are equally likely to say, “Mine!” and both will probably say it a lot.
d. Parker and Denton are equally likely to say, “Mine!”, but neither will say it very often.
Chapter Module: Who Am I? Self-Concept
11.9 If you ask Eva, a preschooler, to describe herself she is most likely to say
a. “I am on the soccer team.” c. “I’m the fastest runner in my preschool class.”
b. “I’m usually happy.” d. “I have blond hair.”
Chapter Module: Who Am I? Self-Concept
11.10 When describing himself, Kento, a Chinese preschooler, is more likely than David, an American preschooler,
to say
a. I play with Daisuke at school. c. I have brown eyes.
b. I have trucks. d. I like ice cream.
Chapter Module: Who Am I? Self-Concept
11.11 Rina’s self-concept includes mention of emotions, social groups to which she belongs, and comparisons of
herself to others. How old is Rina?
a. 3 years old c. 13 years old
b. 8 years old d. 17 years old
Chapter Module: Who Am I? Self-Concept
11.12 Between the ages of 6 and 8, children’s descriptions of themselves are likely to
a. be based on characteristics that are observable and concrete.
b. be future-oriented.
c. mention emotions and social groups to which they belong.
d. vary with the setting.
Chapter Module: Who Am I? Self-Concept
11.13 Chan’s self-concept includes statements about his attitudes, personality traits, religious beliefs, and
occupational goals. How old is Chan?
a. 3 years old c. 8 years old
b. 5 years old d. 15 years old
Chapter Module: Who Am I? Self-Concept
11.14 Veronica describes herself as an “ambitious, fun–loving Catholic who is going to be a nurse someday.”
Veronica is probably
a. a toddler. c. an elementary school age child.
b. a preschooler. d. an adolescent.
Chapter Module: Who Am I? Self-Concept
11.15 As children grow from preschoolers to adolescents, their self-concepts become
a. more concrete. c. less psychological.
b. more elaborate and richer. d. less future-oriented.
Chapter Module: Who Am I? Self-Concept
356
11.16 Abby is 6 years old while Sheena is 13 years old. Compared to Abby’s self–description, Sheena’s self–
description is likely to be
a. more abstract. c. more closely linked to possessions.
b. based more on physical characteristics. d. less future-oriented.
Chapter Module: Who Am I? Self-Concept
11.17 The self-absorption characteristic of the teenage search for identity is called
a. diffusion. c. adolescent egocentrism.
b. theory of mind. d. specification.
Chapter Module: Who Am I? Self-Concept
11.18 Adolescent egocentrism is characterized by
a. an inability to understand that others have different perspectives of the world.
b. an indifference about what other people think about them.
c. a belief that they are the focus of others’ thinking.
d. having attained identity achievement.
Chapter Module: Who Am I? Self-Concept
11.19 Fifteen-year-old Angela’s belief that she is, in effect, an actor whose performance is watched constantly by
her peers is a phenomenon referred to as
a. the imaginary audience. c. the illusion of invulnerability.
b. the personal fable. d. perspective-taking.
Chapter Module: Who Am I? Self-Concept
11.20 Sixteen-year-old Ingrid discovered a spot on her blouse after she arrived at school. Ingrid is afraid that
everyone will notice the spot and think she is stupid. Which of the following best describes Ingrid’s beliefs?
a. adolescent egocentrism c. personal fable
b. imaginary audience d. illusion of invulnerability
Chapter Module: Who Am I? Self-Concept
11.21 Teenagers’ tendency to believe that their experiences and feelings are unique, and that no one has ever felt or
thought as they do is known as
a. the personal fable. c. the illusion of invulnerability.
b. the imaginary audience. d. hypothetical reasoning.
Chapter Module: Who Am I? Self-Concept
357
11.22 Michael, 15, was just dumped by his girlfriend, Lisa. Michael’s dad told him that he knows how he feels, but
that in time he will feel better. Michael is convinced that his dad does not know how it feels to be dumped by
a girlfriend and that his dad does not know what he is talking about. Which of the following terms best
describes Michael’s beliefs?
a. adolescent egocentrism c. personal fable
b. imaginary audience d. illusion of invulnerability
Chapter Module: Who Am I? Self-Concept
11.23 Adolescents tend to believe that misfortune only happens to others, a belief that is referred to as
a. the personal fable. c. the imaginary audience.
b. the illusion of invulnerability. d. hypothetical reasoning.
Chapter Module: Who Am I? Self-Concept
11.24 Sixteen-year-old Edward is sexually active, but doesn’t practice safe sex. He thinks becoming infected with
AIDS is something that would happen to other people, but not to him. Which of the following concepts best
explains Edward’s belief?
a. hypothetical reasoning c. the imaginary audience
b. the personal fable d. the illusion of invulnerability
Chapter Module: Who Am I? Self-Concept
11.25 As adolescents progress towards achieving an identity
a. adolescent egocentrism increases, while the imaginary audience, personal fables, and the illusion of
invulnerability become less common.
b. adolescent egocentrism decreases, while the imaginary audience, personal fables, and the illusion of
invulnerability become more common.
c. adolescent egocentrism, the imaginary audience, personal fables, and the illusion of invulnerability
become less common.
d. adolescent egocentrism, the imaginary audience, personal fables, and the illusion of invulnerability
become more common.
Chapter Module: Who Am I? Self-Concept
11.26 Fourteen-year-old Tyler is overwhelmed by the task of achieving an identity and has done little to achieve
one. Tyler appears to be in Marcia’s __________ identity status.
a. moratorium c. foreclosure
b. achievement d. diffusion
Chapter Module: Who Am I? Self-Concept
358
11.27 In Marcia’s theory, __________ describes individuals who have identities that are determined largely by
adults, rather than from personal exploration.
a. diffusion c. moratorium
b. foreclosure d. achievement
Chapter Module: Who Am I? Self-Concept
11.28 Although 15-year-old Vince hasn’t thought about it much, he has decided to become a priest when he grows
up because that’s what his mother wants. Marcia would describe Vince as being in the __________ phase of
achieving identity.
a. foreclosure c. achievement
b. diffusion d. moratorium
Chapter Module: Who Am I? Self-Concept
11.29 In Marcia’s theory, __________ describes individuals who are still examining different alternative identities.
a. diffusion c. moratorium
b. foreclosure d. achievement
Chapter Module: Who Am I? Self-Concept
11.30 On Laurel’s 16th birthday, her parents gave her a new car and a Republican bumper sticker. Laurel was happy
to accept the car, but didn’t want to display the bumper sticker. She had begun to read and think about
different political parties and, although she hadn’t yet decided which political party she supported, she didn’t
want to be a Republican just because her parents were. In terms of her political beliefs, Laurel appears to be in
Marcia’s __________ identity status.
a. diffusion c. moratorium
b. achievement d. foreclosure
Chapter Module: Who Am I? Self-Concept
11.31 Individuals who have explored alternatives and have deliberately chosen a specific identity are in Marcia’s
__________ identity status.
a. diffusion c. moratorium
b. achievement d. foreclosure
Chapter Module: Who Am I? Self-Concept
11.32 Marcia’s achievement identity status
a. occurs more in younger than in older adolescents.
b. occurs more in older than in younger adolescents.
c. is not related to age.
d. is achieved in all aspects of identity at the same time.
Chapter Module: Who Am I? Self-Concept
11.33 As individuals move from early adolescence to young adulthood, Marcia’s __________ and __________
identity statuses become less common while __________ and __________ become more common.
a. achievement, moratorium; foreclosure, diffusion
b. moratorium, diffusion; foreclosure, achievement
c. foreclosure, moratorium; diffusion, achievement
d. foreclosure, diffusion; moratorium, achievement
Chapter Module: Who Am I? Self-Concept
11.34 Troy, a college student, is in the achievement status for career. What does that tell you about his identity status
for religion and politics?
a. Troy is in the achievement status for religion and politics.
b. Troy is not in the achievement status for religion and politics.
c. Troy is in the achievement status for religion, but not for politics.
d. It is not possible to determine Troy’s identity status for religion and politics by knowing his identity
status for career.
Chapter Module: Who Am I? Self-Concept
11.35 Which of the following adolescents is MOST likely to achieve identity?
a. Boris, whose is discouraged by his parents from experimenting personally.
b. Ashley, whose parents encourage discussion and recognize her autonomy.
c. Elizabeth, whose parents set rules with little justification and enforce them without explanation.
d. Nicolas, whose parents pressure him to follow their suggestions.
Chapter Module: Who Am I? Self-Concept
11.36 Who is most likely to reach achievement status?
a. Gabriel, whose parents discourage discussion
b. Amanda, whose parents give her explicit direction for her choices
c. Kathryn, whose parents encourage her to explore alternatives on her own
d. Ashley, whose parents set rules with little justification
Chapter Module: Who Am I? Self-Concept
11.37 Adolescents are more likely to reach achievement status when their parents
a. recognize their children’s autonomy. c. discourage personal experimentation.
b. discourage discussion. d. simply tell them what identity to adopt.
Chapter Module: Who Am I? Self-Concept
11.38 Which of the following adolescents is MOST likely to achieve identity?
a. Maximus, who has few close friends.
b. Paulette, who is living in poverty.
c. Othello, who is open to experience and is friendly and helpful.
d. Ursula, who had to drop out of high school to help support her family.
Chapter Module: Who Am I? Self-Concept
11.39 Older adolescents are more likely than younger ones to have achieved an ethnic identity because.
a. they are more likely to have had opportunities to explore their cultural heritage.
b. they have parents who encourage them to cling to the “old ways,” rather than embracing the new culture.
c. they strongly identify with American culture.
d. they have lower self-esteem.
Chapter Module: Who Am I? Self-Concept
11.40 When children have one European American parent and the other is African American, Asian American, or
Hispanic, children tend to adopt the
a. European American identity. c. the ethnic identity of their father.
b. ethnic minority identity. d. the ethnic identity of their mother.
Chapter Module: Who Am I? Self-Concept
11.41 In the earliest phase of achieving an ethnic identity, individuals
a. do not consider ethnic identity to be an important personal issue.
b. begin to explore the personal impact of their ethnic heritage.
c. learn cultural traditions.
d. achieve a distinct ethnic self-concept.
Chapter Module: Who Am I? Self-Concept
361
11.42 Juan has very little interest in examining his ethnic roots. Juan is in the __________ phase of achieving an
ethnic identity.
a. first c. third
b. second d. fourth
Chapter Module: Who Am I? Self-Concept
11.43 Recently, Ramiro has become interested in his ethnic heritage. He has attended some Mexican American
festivals and read some books on the role that Mexican Americans have played in the history of the United
States. Ramiro is in which stage of achieving an ethnic identity?
a. first stage c. third stage
b. second stage d. fourth stage
Chapter Module: Who Am I? Self-Concept
11.44 Nikolai has achieved a distinct ethnic self-concept. He is in the __________ phase of achieving an ethnic
identity.
a. first c. third
b. second d. fourth
Chapter Module: Who Am I? Self-Concept
11.45 Adolescents who have achieved a strong ethnic identity
a. have lower self-esteem.
b. find interactions with family and friends less satisfying.
c. do poorly in school.
d. have parents who encouraged them to explore alternative identities.
Chapter Module: Who Am I? Self-Concept
11.46 A strong, well-defined ethnic identity is associated with
a. younger rather than older adolescents.
b. lower school achievement.
c. a weakened tie to mainstream culture for all ethnic groups.
d. higher self-esteem.
Chapter Module: Who Am I? Self-Concept
11.47 A strong, well-defined ethnic identity is associated with
a. younger, rather than older, adolescents.
b. lower school achievement.
c. a weakened tie to mainstream culture for all ethnic groups.
d. higher self-esteem.
Chapter Module: Who Am I? Self-Concept
11.48 If Hunter is a typical adolescent, he will
a. be rebellious. c. not share many of his parents’ values.
b. rely upon his parents for advice. d. be unhappy.
Chapter Module: Who Am I? Self-Concept
11.49 Which of the following statements about parent-child relations during adolescence is true?
a. Parent-adolescent relations can be accurately summed up as being full of storm-and-stress.
b. Parent-adolescent relationships become more egalitarian throughout adolescence.
c. Parents and adolescents continue to spend the same amount of time together as they did when the
adolescent was a child.
d. Adolescents show their parents more affection than they did as children.
Chapter Module: Who Am I? Self-Concept
11.50 Are parent-child relationships in adolescence always positive?
a. Yes — adolescents rarely have disagreements with their parents since they usually share the same tastes,
desires, and values.
b. Yes — as teens grow older they spend less time with their parents reduces negative interactions between
the parents and adolescents.
c. No — for a majority of families parent-child conflicts in adolescence are serious and associated with
behavior problems.
d. No — parents of adolescents sometimes fear that arguments over personal choices (like attire or
hairstyle) reflect much more fundamental disagreements about values.
Chapter Module: Who Am I? Self-Concept
11.51 Depression-prone adolescents
a. have higher levels of norepinephrine and serotonin.
b. are more likely to be boys than girls.
c. are likely to become depressed even when there is no triggering event.
d. are more likely to blame themselves for their failures.
Chapter Module: Who Am I? Self-Concept
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11.52 Stella is a depressed adolescent. She is likely to
a. blame others for her failures.
b. have reduced levels of neurotransmitters.
c. not find psychotherapy a successful way to treat her depression.
d. experience long-lasting treatment effects through short-term drug therapy.
Chapter Module: Who Am I? Self-Concept
11.53 Which of the following is correct regarding depression during adolescence?
a. Adolescent boys are more often affected by depression than are adolescent girls.
b. Children who are more able to regulate their emotions are, as adolescents, more prone to depression.
c. Adolescents more often become depressed because they have high levels of neurotransmitters, which
make it difficult for them to experience pleasurable emotions.
d. Adolescents are more likely to become depressed when they have parents who rely on punitive
discipline.
Chapter Module: Who Am I? Self-Concept
11.54 __________ is defined as a person’s judgment and feelings about his or her own worth.
a. Self-concept c. Self-esteem
b. Self-recognition d. Self-awareness
Chapter Module: Self-Esteem
11.55 Anne participates in a study in which she is asked “how much” statements, such as “I’m very good at
schoolwork” and “I find it very easy to make friends” apply to her. The study involves measuring
a. perspective-taking. c. self-esteem.
b. stranger anxiety. d. ethnic identity.
Chapter Module: Self-Esteem
11.56 In the elementary-school years, four specialized areas of self-esteem stand out. Which of the following is
NOT one of these areas?
a. scholastic competence. c. behavioral conduct.
b. athletic competence. d. physical appearance.
Chapter Module: Self-Esteem
11.57 Scholastic competence is measured by how
a. popular or accepted the child feels in social interactions with peers.
b. adequate the child feels about behaving the way one is supposed to.
c. competent the child feels at sports and games requiring physical skill and athletic ability.
d. competent or smart the child feels in doing schoolwork.
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Chapter Module: Self-Esteem
11.58 Darnel is eager to try any sport and feels that he’s pretty good at most of them. Mason doesn’t enjoy any
sports, mainly because he doesn’t think he’s very good at them. Darnel’s and Mason’s perceived
competencies are different in the domain of
a. scholastic competence. c. physical appearance.
b. behavioral conduct. d. athletic competence.
Chapter Module: Self-Esteem
11.59 How popular a child feels in social interactions with parents and peers is called
a. scholastic competence. c. social acceptance.
b. athletic competence. d. behavioral conduct.
Chapter Module: Self-Esteem
11.60 Courtney loves the way she looks, especially her long, thick hair and big, dark brown eyes. Courtney’s self–
worth is high in the domain of
a. athletic competence. c. social acceptance.
b. physical appearance. d. behavioral conduct.
Chapter Module: Self-Esteem
11.61 An individual’s self-esteem
a. becomes more differentiated with age.
b. tends to be at similar levels across different domains.
c. is usually highest during the junior high school years.
d. is not affected by how others view them.
Chapter Module: Self-Esteem
11.62 As children move from being preschoolers to becoming adolescents
a. they are less likely to compare themselves to peers.
b. self-esteem becomes more differentiated.
c. self-esteem shows large increases.
d. girls’ self–esteem drops more than boys’ after the transition to junior high.
Chapter Module: Self-Esteem
11.63 During adolescence other domains of self-esteem are added. Which of the following is NOT one of these
domains?
a. romantic appeal c. job competence
b. close friendships d. financial independence
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Chapter Module: Self-Esteem
11.64 At which age would you be most likely to find the highest levels of self-esteem?
a. preschool years c. late elementary-school years
b. early elementary-school years d. junior high years
Chapter Module: Self-Esteem
11.65 Who is likely to have the highest self-esteem?
a. Abe, who just started high school c. Gus, who is in early elementary school
b. Tex, who just started junior high school d. Len, who is in preschool
Chapter Module: Self-Esteem
11.66 Which of the following most accurately describes a typical preschooler in terms of self-esteem?
a. full of confidence c. at the bottom of the “pecking order”
b. full of self-doubt d. very differentiated
Chapter Module: Self-Esteem
11.67 Which factor accounts for some of the decrease in self-esteem seen during the elementary school years?
a. parents setting more rules
b. children beginning to compare themselves with peers
c. teachers becoming more involved with students
d. a school emphasis on individualized instruction
Chapter Module: Self-Esteem
11.68 During the elementary school years
a. self-esteem reaches its peak.
b. self-esteem becomes less differentiated.
c. children become less likely to compare themselves with peers.
d. self-esteem usually drops.
Chapter Module: Self-Esteem
11.69 When Kristin makes the transition from elementary school to junior high school, you would expect her self-
esteem to
a. decrease. c. fluctuate up and down unpredictably.
b. increase. d. remain stable.
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Chapter Module: Self-Esteem
11.70 Which of the following is correct regarding how ethnicity and culture each influence self-esteem?
a. Compared to European Americans, Hispanic Americans have higher self-esteem during most of the
elementary-school years.
b. Compared to European Americans, African Americans have higher self-esteem during most of the
elementary-school years.
c. Compared to European Americans, African Americans have higher self–esteem during adolescence.
d. Compared to European American, Hispanic Americans have higher self-esteem during adolescence.
Chapter Module: Self-Esteem
11.71 When gifted students are placed in special classes for gifted students, their self-esteem
a. often decreases. c. is not usually affected.
b. often increases. d. usually changes, but may either increase or decrease.
Chapter Module: Self-Esteem
11.72 Which gifted student’s self-esteem is most likely to suffer if she is placed in a class for gifted students?
a. Blythe, who is very intent on mastering challenging academic material
b. Stacey, who values being at the top of the class
c. Holly, whose gifted classroom emphasizes individualized work
d. Blythe, Stacey, and Holly are equally likely to suffer a drop in self-esteem
Chapter Module: Self-Esteem
11.73 Academic self-esteem is highest in gifted children who
a. are in special classrooms for gifted children.
b. are in classrooms for gifted children and who value being at the top of the class.
c. are in classrooms for gifted children where common assignments and comparative evaluations are made.
d. are in regular classrooms.
Chapter Module: Self-Esteem
11.74 Who is likely to have the lowest self-esteem?
a. Darrin, whose parents don’t set rules
b. Donald, whose parents discuss their rules with him
c. Stephen, whose parents are affectionate toward him