1. Which of the following is true about values?
a.
They are outcomes of socialization.
b.
They can change over time.
c.
They are qualities or beliefs that are viewed as important.
d.
All of these are correct.
2. The Bill of Rights is an example of a
a.
personal value.
b.
character trait.
c.
societal value.
d.
stereotype.
c
CFSC.BERN.16.11-1 – Define and explain values, giving examples of society, family, and
personal values.
Blooms: Apply
NAEYC: 4
3. The process of discovering what is personally worthwhile or desirable in life is called
a.
values clarification.
b.
prejudice.
c.
cognitive conceit.
d.
stereotyping.
a
CFSC.BERN.16.11-1 – Define and explain values, giving examples of society, family, and
personal values.
Blooms: Remember
NAEYC: 4
NASW: 2
4. Which of the following is true?
a.
b.
c.
d.
d
personal values.
Blooms: Understand
NAEYC: 4
NASW: 2
5. Insa believes that all Americans are overweight and obsessed with possessions. This is an example of a
a.
moral.
b.
value.
c.
self-concept.
d.
stereotype.
d
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Apply
NASW: 2
6. The development of attitudes is influenced by
a.
age.
b.
cognitive development.
c.
social experiences.
d.
all of these.
d
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Understand
NAEYC: 4
7. The awareness that cultural differences exist is which phase in the development of cultural attitudes?
a.
Phase I
b.
Phase I
c.
Phase III
d.
Phase V
a
CFSC.BERN.16.11-4 – Describe how attitudes about diversity can be changed.
Blooms: Understand
NASW: 2
b
CFSC.BERN.16.11-2 – Define attitudes.
Blooms: Understand
NAEYC: 4
8. DeJohn has started forming attitudes about different cultural groups. DeJohn is about how many years old?
a.
2½ years
b.
4 years
c.
5 years
d.
7 years
9. According to Aboud (1988), young children’s prejudicial attitudes are due to
a.
cognitive immaturity.
b.
the desire to hurt others.
c.
preschool curricula.
d.
none of these.
a
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Remember
NASW: 2
10. Children identify most with models who are
a.
weak.
b.
powerful and admirable.
c.
distant and unknown.
d.
absent.
b
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Understand
NAEYC: 4
11. Typically, the first step in the development of prejudice is
a.
awareness.
b.
identification.
c.
instruction.
d.
modeling.
a
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Understand
d
Blooms: Apply
NAEYC: 4
12. Naming, labeling, and classifying people based on noticeable physical characteristics are all encompassed in which
step in the development of prejudice?
a.
Awareness
b.
Identification
c.
Isolation
d.
Attitude
b
CFSC.BERN.16.11-4 – Describe how attitudes about diversity can be changed.
Blooms: Understand
NAEYC: 4
13. Typically, attitude is which step in the development of prejudice?
a.
The first
b.
The last
c.
The third
d.
None; attitude is not part of the developmental sequence leading to prejudice.
c
CFSC.BERN.16.11-4 – Describe how attitudes about diversity can be changed.
Blooms: Understand
NASW: 2
14. Bigler, Brown, and Markell (2001) found that when children are given social comparisons, such as “the yellow group
is more athletic,” they
a.
ignore what adults tell them.
b.
ignore what teachers tell them.
c.
do not express prejudice.
d.
use the comparisons themselves.
d
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Understand
NAEYC: 4
15. Children’s attitudes toward cultural groups can be influenced by
a.
associating the groups with positive words.
b.
associating the groups with negative words.
c.
remarks made by friends.
NASW: 2
d.
all of these.
16. Which of the following can influence the formation of attitudes?
a.
Peers
b.
Television and movies
c.
Books
d.
All of these
d
CFSC.BERN.16.11-3 – Explain how attitudes develop.
Blooms: Understand
NAEYC: 4
17. One of the positive ways in which television can influence socialization is its
a.
perpetuation of stereotypes.
b.
potential to bring people to new levels of empathic understanding.
c.
potential to reduce family time.
d.
increasing portrayal of violence, as violence is common in daily life.
b
CFSC.BERN.16.11-6 – Define and discuss influences on achievement motivation.
Blooms: Understand
NAEYC: 5
18. Which of the following can be found in picture books?
a.
Gender stereotypes
b.
Messages about morality
c.
Messages about race
d.
All of these
d
CFSC.BERN.16.11-5 – Define and explain motives and attributions.
Blooms: Apply
NAEYC: 5
d
CFSC.BERN.16.11-4 – Describe how attitudes about diversity can be changed.
Blooms: Understand
NASW: 2
19. According to your text, a signs that says “adults only” is an example of
a.
gender discrimination.
b.
age discrimination.
c.
race discrimination.
d.
none of these.
20. When children heard an interesting story about a sympathetic and resourceful African-American child, the aim was to
provide them with
a.
vicarious intercultural contact.
b.
increased positive intercultural contact.
c.
exposure to books in general.
d.
perceptual differentiation.
a
CFSC.BERN.16.11-4 – Describe how attitudes about diversity can be changed.
Blooms: Understand
NASW: 7
21. When one engages in an activity because of its inherent satisfaction or enjoyment, one is exhibiting what kind of
achievement motivation?
a.
Extrinsic
b.
External
c.
External
d.
Intrinsic
d
CFSC.BERN.16.11-5 – Define and explain motives and attributions.
Blooms: Remember
NAEYC: 4
22. When one attributes responsibility inside the self, locus of control is considered which of the following?
a.
Internal
b.
External
c.
Achieved
d.
Selfless
a
CFSC.BERN.16.11-7 – Define and explain types of locus of control.
Blooms: Remember
b
Blooms: Apply
NAEYC: 6
23. Achievement motivation is linked to
a.
actual achievement behavior.
b.
locus of control.
c.
both actual achievement behavior and locus of control.
d.
none of these; achievement motivation is not linked to either.
c
CFSC.BERN.16.11-5 – Define and explain motives and attributions.
Blooms: Understand
NAEYC: 5
24. Adrienne believes that she is good in math because she does all of the homework and studies hard for all of the tests.
Adrienne most likely has
a.
an internal locus of control.
b.
an external locus of control.
c.
low self-esteem.
d.
unrealistic expectations.
a
CFSC.BERN.16.11-7 – Define and explain types of locus of control.
Blooms: Apply
NAEYC: 4
25. Compared to children with low expectations, children with high expectations for success
a.
persist at a task longer.
b.
perform more poorly.
c.
receive lower grades.
d.
receive similar grades.
a
development.
Blooms: Understand
NAEYC: 4
26. According to research, helplessness first appears in
a.
infancy.
b.
the preschool years.
c.
the elementary school years.
d.
adolescence.
a
NAEYC: 4
27. According to Cain and Dweck (1995), children who are not persistent on a task describe their parents as
a.
critical.
b.
punitive.
c.
both critical and punitive.
d.
accepting.
c
development.
Blooms: Understand
NAEYC: 4
28. The realization that one’s actions cause outcomes is called
a.
personal agency.
b.
individualism.
c.
collectivism.
d.
self-esteem.
a
development.
Blooms: Remember
NAEYC: 4
29. Self-efficacy is assessed in terms of which of the following?
a.
Level
b.
Generality
c.
Strength across activities and contexts
d.
All of these
d
CFSC.BERN.16.11-9 – Define and discuss influences on self-efficacy.
Blooms: Understand
NAEYC: 4
30. Mrs. Martinez is interested in fostering a sense of self-efficacy in her children. Which of the following is a strategy
she should try?
a.
Take away all positive role models.
development.
Blooms: Remember
NAEYC: 4
b.
Focus with the children on long-term rather than short-term goals.
c.
Stop giving the children encouragement.
d.
Provide instruction in specific learning strategies, such as highlighting their homework.
31. Which of the following is characteristic of competent children?
a.
Using adults as a resource when necessary
b.
Having the ability to anticipate consequences
c.
Being able to plan and carry out complicated activities that are age appropriate
d.
All of these
d
CFSC.BERN.16.11-10 – Define and explain self-esteem.
Blooms: Apply
NAEYC: 5
32. Most individuals come to respond to themselves in ways consistent with the way others have
a.
instructed them to.
b.
responded to them.
c.
mastered.
d.
all of these.
b
CFSC.BERN.16.11-10 – Define and explain self-esteem.
Blooms: Understand
NAEYC: 4
33. Which of the following is not one of Coopersmith’s four criteria upon which self-esteem develops?
a.
Significance
b.
Wealth
c.
Competence
d.
Virtue
b
CFSC.BERN.16.11-10 – Define and explain self-esteem.
Blooms: Understand
NAEYC: 4
34. Nick frequently shows affection to his children, takes an interest in their affairs, and makes a point to become
d
CFSC.BERN.16.11-5 – Define and explain motives and attributions.
Blooms: Apply
NAEYC: 4
acquainted with their friends. We would expect Nick’s children to develop what kind of self-esteem?
a.
High
b.
High
c.
Warm
d.
None of these
35. Compared to children with low self-esteem, children with high self-esteem are more likely to
a.
be successful in school.
b.
conform.
c.
be younger.
d.
all of these.
a
CFSC.BERN.16.11-10 – Define and explain self-esteem.
Blooms: Understand
NASW: 2
36. Endomorphy is characterized by _________, whereas ectomorphy is characterized by _________.
a.
tall and heavy; short and lean
b.
short and heavy; tall and lean
c.
short and lean; tall and lean
d.
values; traits
b
CFSC.BERN.16.11-7 – Define and explain types of locus of control.
Blooms: Understand
NAEYC: 4
37. Attending a school where the majority of children are of a different socioeconomic status is found to affect children’s
self-esteem in which direction?
a.
Positively—children show higher self-esteem.
b.
Negatively—children show lower self-esteem.
c.
Neutral—does not affect self-esteem
d.
None of these
b
CFSC.BERN.16.11-11 – Discuss the development of and influences on self-esteem.
Blooms: Understand
a
Blooms: Apply
NAEYC: 4
38. Qualities or beliefs that are viewed as desirable or important are termed _________.
39. Equality of opportunity is an example of a(n) _________ value.
40. The process of discovering what is personally worthwhile or desirable in life is known as _________.
41. An attitude involving the application of a previously formed judgment to some person, object, or situation is called
_________.
42. The awareness of cultural differences, beginning about age 2½ to 3 years, is _____ in the development of cultural-
group attitudes.
43. Studies of young children show that those with the most prejudicial attitudes have parents who are
__________________.
44. The second step in the development of prejudice is _________.
45. Television is a source of __________________ stereotypes.
46. When children were placed together on interethnic teams to work on an interesting puzzle, and were rewarded for it,
this was an attempt to provide the children with increased positive _________ contact.
47. A main purpose of the _________ was to include children with disabilities in public school settings.
48. A need or emotion that causes a person to act is called a(n) _________.
49. An explanation for one’s performance is termed a(n) _________.
50. An example of _____ achievement motivation is engaging in a task simply for the joy of doing it.
51. An example of _________ achievement motivation is when one does an activity to attain some separable outcome,
such as to get a reward or avoid a punishment.
52. One’s attribution of performance, or perception of responsibility for success or failure, is called _________.
53. In which socioeconomic class would we expect not to find an internal locus of control?
54. The realization that one’s actions cause outcomes is called _________.
55. Significance, power, competence, and virtue are all attributes of _________.
56. ______________________ approval is particularly critical in determining the self-esteem of children.
57. Parents who are warm, strict yet noncoercive, and democratic are likely to develop children with _________ self-
esteem.
58. A short heavy body build is characterized as _________.
59. A tall, lean body build is characterized as _________.
60. Describe the difference between a value and an attitude, and give examples of each.
61. Compare and contrast the ways in which the formation of values and attitudes is influenced similarly or differently by
peers versus schools.
62. Describe the different phases involved in the development of cultural attitudes.
63. Discuss the steps involved in developing prejudice.
64. Compare and contrast the effects of the media on the development of children’s attitudes.
65. Examine the differences between children with high and children with low expectations.
66. Describe the differences between intrinsic and extrinsic achievement motivation.
67. Imagine you are talking to a group of future teachers. Your topic is learned helplessness. Describe for them the
development of learned helplessness, including research studies referenced in your text.
68. Describe parenting practices that are linked to the development of high self-esteem in children.
69. Choose one of the following: schools, mass media, or peers. Based on your readings, write a persuasive argument
detailing why the socializing agent you chose has the most significant impact on self-esteem.