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Chapter 12
Quick Quiz
1. In a longitudinal study of self-control, researchers found that self-control in 4-year-olds
a. was negatively related to their self-control as teenagers (i.e., 4-year-olds with the most self-control had the
least self-control as teenagers).
b. was positively related to their self-control as teenagers (i.e., 4-year-olds with the greatest self-control had the
greatest self-control as teenagers).
c. was not related to their self-control as teenagers.
d. was not stable over time.
2. Which of the following statements is TRUE regarding the relation of parenting and self-control?
a. Children with very strict parents have higher levels of self-control.
b. Children whose parents do not encourage independence have greater self-control.
c. Children whose parents are warm and loving, but establish well-defined limits have higher levels of
self-control.
d. Children whose parents “overcontrol” them have higher levels of self-control.
3. The conventional level of Kohlberg’s theory of moral development encompasses which two stages?
a. obedience orientation and instrumental orientation
b. instrumental orientation and interpersonal norms
c. interpersonal norms and social system morality
d. social system morality and social contract orientation
4. A child who says “Let’s make a deal. I’ll clean up my room if you give me a treat” is probably in which stage of
morality according to Kohlberg?
a. obedience orientation c. interpersonal norms
b. instrumental orientation d. social system morality
5. Which of the following children is engaging in a moral transgression?
a. Karen, who likes to eat her green beans with her fingers instead of a fork
b. Jared, who often pinches his younger sister when his parents aren’t looking
c. James, who likes to wear socks that don’t match
d. Elizabeth, who leaves her crayons scattered all over the table when she’s done coloring
6. Which child would be most likely to act altruistically?
a. A child who does not feel responsible for the person in need.
b. A child who believes that there are few costs associated with the act.
c. A child who is in a bad mood.
d. A child who feels that she doesn’t have the skills necessary to help.
7. All of the following are things that parents can do to encourage prosocial behavior EXCEPT
a. model prosocial behavior for their children.
b. give children opportunities to behave prosocially.
c. use physical punishment to help them understand right from wrong.
d. use reasoning as a disciplinary tactic.
8. Which of the following accurately describes the developmental changes in aggressive behavior?
a. All forms of aggression become more frequent as children develop.
b. Instrumental aggression becomes less common as children develop.
c. Instrumental aggression emerges during the elementary–school years.
d. All forms of aggression become more common between the preschool years and adolescence.
9. Twin studies on the heritability of aggressive behavior show that
a. there is no hereditary component to aggressive and violent behavior.
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b. there is a strong hereditary component to aggressive and violent behavior.
c. aggression per se is not inherited, instead some children inherit factors that place them at risk for aggressive
or violent behavior.
d. fraternal twins are more alike than identical twins, indicating a pure environmental influence.
10. Which of the following statements best reflects the relation between viewing television violence and aggressive
behavior?
a. Viewing TV violence and aggressive behavior are related only in laboratory settings and not in naturalistic
settings.
b. Viewing TV violence is the primary cause of aggression in children.
c. Children exposed to too much media violence often grow up to be aggressive and violent adults.
d. There is no relation between viewing TV violence and aggressive behavior in children.
Chapter 12
Quick Quiz Answers
1. Chapter Module: Self-Control
2. Chapter Module: Self-Control
3. Chapter Module: Reasoning About Moral Issues
4. Chapter Module: Reasoning About Moral Issues
5. Chapter Module: Reasoning About Moral Issues
6. Chapter Module: Helping Others
7. Chapter Module: Helping Others
8. Chapter Module: Aggression
9. Chapter Module: Aggression
10. Chapter Module: Aggression
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Chapter 12
Moral Understanding and Behavior
MULTIPLE CHOICE QUESTIONS
12.1 __________ is the ability to rise above immediate pressures and not give in to impulse.
a. Empathy c. Moral realism
b. Moral relativism d. Self-control
Chapter Module: Self-Control
12.2 Heather really wanted to eat a piece of candy, but her mother had told her not to eat anything before dinner
so she didn’t. Heather’s ability to resist the temptation to eat the candy shows
a. moral realism. c. empathy.
b. moral relativism. d. self-control.
Chapter Module: Self-Control
12.3 The beginnings of self-control occur when children
a. internalize some of the external controls placed on them.
b. become capable of self-regulation.
c. realize that other people impose demands on them and expect them to react accordingly.
d. can delay gratification.
Chapter Module: Self-Control
12.4 At about __________ year(s) of age, children first become aware that people impose demands on them and
that they are not entirely free to behave as they wish.
a. 1 c. 3
b. 2 d. 4
Chapter Module: Self-Control
12.5 At about __________ months of age, children have internalized some control and are capable of some
control in their parents’ absence.
a. 6 c. 24
b. 12 d. 48
Chapter Module: Self-Control
12.6 At about __________ of age children first become capable of self-regulation.
a. 1 year c. 5 years
b. 3 years d. 8 years
Chapter Module: Self-Control
12.7 In a study by Lemmon and Moore (2007), 3-year-olds preferred to earn one sticker immediately instead of
receiving five stickers later. However, 4–year-olds were willing to wait to earn four or five stickers. This
study demonstrated that 4-year-olds, but not 3-year-olds have the ability to
a. give in to temptation. c. be morally relativistic.
b. delay gratification. d. make moral decisions based on abstract principles.
Chapter Module: Self-Control
12.8 In a study by Rotenberg and Meyer (1990), children completed a task and then could receive a small
reward immediately or wait one day for a much larger reward. Not until __________ years of age did most
children wait to receive the larger reward.
a. 4 to 5 c. 9 to 11
b. 6 to 8 d. 12 to 15
Chapter Module: Self-Control
12.9 The ability to delay gratification at four years of age is positively related to __________ during
adolescence.
a. distractibility when trying to concentrate c. the likeliness to yield to temptation
b. a tendency to go to pieces under stress d. SAT scores
Chapter Module: Self-Control
12.10 According to research, which of the following best describes self-control?
a. stable over time c. few individual differences
b. variable from task to task d. little long-term consistency
Chapter Module: Self-Control
12.11 Which of the following statements is TRUE regarding the relation of parenting and self-control?
a. Children with very strict parents have higher levels of self–control.
b. Children whose parents do not encourage independence have greater self-control.
c. Children whose parents encourage them to make their own decisions have more self-control.
d. Children whose parents “overcontrol” them have higher levels of self-esteem.
Chapter Module: Self-Control
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12.12 Who is likely to have the LEAST self-control?
a. Ray, whose parents encourage him to be independent
b. Mark, whose parents don’t have a set after-school routine for him to follow
c. Peter, whose parents are very strict
d. John, whose parents have relinquished their control over him
Chapter Module: Self-Control
12.13 Studies of child temperament, parental requests, and self-control indicate that
a. fearful children comply with parental requests because of the strong attachment fearful children have
with their parents.
b. fearful children comply with parental requests because out of distress caused by fear of misdeeds.
c. fearful children comply with parental requests when parents appeal to the child to cooperate.
d. child temperament is not related to compliance and self-control.
Chapter Module: Self-Control
12.14 Ruben is a fearless 5-year-old. He is most likely to cooperate with his mother’s requests if
a. his mother uses gentle discipline. c. he is not securely attached to his mother.
b. his mother uses threats and angry demands. d. he is strongly attached to his mother.
Chapter Module: Self-Control
12.15 It’s a cold and snowy day, and it’s tempting to skip class for the day to avoid going out in the weather.
What could you do to make it easier to resist that temptation?
a. Tell yourself that if you skip class just this once, you’ll be less likely to do it on other days.
b. Think of all the fun outdoor activities like cross country skiing and sledding that you could do in the snow.
c. Remind yourself that it’ll be a lot easier to get an “A” in your class if you go to class every day.
d. Think about how nice it would be to curl up with your textbook and a cup of hot chocolate at home.
Chapter Module: Self-Control
12.16 Children who are most likely to resist temptation
a. frequently look at the tempting object.
b. remind themselves of rules against touching the tempting object.
c. do not try to divert attention from the object of temptation.
d. do not have a concrete way of handling the temptation.
Chapter Module: Self-Control
12.17 Which of the following would be the LEAST effective plan for resisting temptation?
a. Remind yourself about the attraction of the tempting event.
b. Remind yourself to avoid looking at the tempting object.
c. Remind yourself of the rules against touching a tempting object.
d. Try to distract yourself by taking part in activities not related to the tempting object.
Chapter Module: Self-Control
12.18 You and your spouse want to make it more likely that your preschool child develops self-control. After
reading about self-control in your textbook, you tell your spouse,
a. “Honey, we need to be very strict with Junior.”
b. “Pumpkin pie, we need to do what we can to help Junior develop a concrete plan for resisting temptations.”
c. “Dear, we need to talk to Junior about temptations and explain to him why they are so attractive.”
d. “Babe, we’re worrying about this a little early. Children can’t develop self–control until they’re at least
elementary school-age.”
Chapter Module: Self-Control
12.19 According to the research of Peake, Hebl, and Mischel (2002) which of the following is NOT correct
regarding preschool children’s ability to delay gratification?
a. Left to their own devices, preschool children are very successful in delaying gratification.
b. If attention is engaged in other tasks, preschool children are successful in delaying gratification.
c. For preschool children, a critical part of resisting temptation is the ability to control the direction of
attention.
d. For preschool children, a critical part of resisting temptation is the ability to move the focus of attention
across a situation strategically.
Chapter Module: Self-Control
12.20 According to Piaget’s theory of moral development, 5- to 7-year-old children are in a stage called
__________, in which they believe that rules are created by wise adults, and, therefore, must be followed
and cannot be changed.
a. moral relativism c. the preconventional level
b. moral realism d. the conventional level
Chapter Module: Reasoning About Moral Issues
391
12.21 Which of the following is characteristic of moral realism?
a. a belief in immanent justice
b. postconventional level reasoning
c. understanding that rules are created by people to help them get along
d. making moral decisions based on personal, moral principles
Chapter Module: Reasoning About Moral Issues
12.22 The belief that breaking a rule always leads to punishment is referred to as
a. moral relativism. c. conventional reasoning.
b. postconventional reasoning. d. immanent justice.
Chapter Module: Reasoning About Moral Issues
12.23 Before school, Ben stole some cookies from the cookie jar. During recess that day, someone threw his
favorite ball onto the school roof. Ben thinking that losing his ball is his punishment for stealing is an
example of
a. social system morality. c. immanent justice.
b. moral relativism. d. conventional reasoning.
Chapter Module: Reasoning About Moral Issues
12.24 Piaget’s stage of __________ is characterized by an understanding that rules are created by people to help
them get along.
a. immanent justice c. moral realism
b. moral relativism d. preconventional reasoning
Chapter Module: Reasoning About Moral Issues
12.25 Juanita and her friends have set some rules for a playground game. Juanita realizes that these rules will
reduce arguments and can be changed if needed. Juanita is showing
a. immanent justice. c. moral realism.
b. conventional reasoning. d. moral relativism.
Chapter Module: Reasoning About Moral Issues
12.26 Sergei is in Piaget’s stage of moral relativism. He is likely to
a. think that breaking a rule always leads to punishment.
b. believe that rules must be followed and cannot be changed.
c. believe that adult authority is absolute.
d. understand that rules are created by people to help them get along.
Chapter Module: Reasoning About Moral Issues
392
12.27 Which of the following aspects of Piaget’s theory of moral development has NOT been supported by
research?
a. the idea that moral reasoning progresses through a sequence of stages
b. the idea that moral reasoning is related to cognitive development
c. the idea that moral reasoning is influenced by interactions with peers
d. the idea that young children consider adult authority to be final and absolute
Chapter Module: Reasoning About Moral Issues
12.28 In a research study, Dr. Evanshen has children respond to the Heinz dilemma. What is she studying?
a. self-control c. altruism
b. prosocial behavior d. moral reasoning
Chapter Module: Reasoning About Moral Issues
12.29 A child who judges whether an act is good in terms of the physical consequences of reward and punishment
is reasoning at which of Kohlberg’s levels?
a. preconventional level c. postconventional level
b. conventional level d. empathic level
Chapter Module: Reasoning About Moral Issues
Rationale: The preconventional level is concerned with reward and punishment.
12.30 Michael decided that hugging his grandmother was a good thing to do, because every time he did, she gave
him a piece of candy. Michael is in Kohlberg’s __________ level of moral reasoning.
a. unconventional c. postconventional
b. conventional d. preconventional
Chapter Module: Reasoning About Moral Issues
Rationale: The preconventional level is concerned with reward and punishment.
12.31 A child who reasons at the preconventional level would help another person because
a. she might get a reward for helping.
b. she is afraid that others would disapprove of her if she didn’t help.
c. helping is a good behavior that is valued by society.
d. she has a moral principle of responsibility for others.
Chapter Module: Reasoning About Moral Issues
Rationale: The preconventional level is concerned with reward and punishment.
12.32 Hans’ mother told him that it is wrong to lie, so Hans thinks people shouldn’t lie because then they won’t
get punished. Hans is in Kohlberg’s stage called
a. interpersonal norms. c. obedience orientation.
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b. instrumental orientation. d. social contract orientation.
Chapter Module: Reasoning About Moral Issues
12.33 Which comment would you expect to hear from Gina, who is in Kohlberg’s instrumental orientation stage?
a. “I’m going to give money to the poor because that’s what good people do.”
b. “Sometimes I really hate not being able to run in the hallway, but I know it’s important for everyone’s
safety that students obey school rules.”
c. “If you let me play with your toy, I’ll let you play with my toy.”
d. “Even though you’re supposed to be at school by 8:00, sometimes being late to school is justified — like
when you’re late because you stopped to help a friend who got hurt on the way to school.”
Chapter Module: Reasoning About Moral Issues
12.34 Moral decision-making based on social norms is characteristic of which of Kohlberg’s levels of moral
reasoning?
a. preconventional level c. postconventional level
b. conventional level d. empathic level
Chapter Module: Reasoning About Moral Issues
Rationale: The conventional level is concerned with moral decisions based on social norms.
12.35 Who is in Kohlberg’s conventional level of moral reasoning?
a. Juanita, whose moral reasoning is based on a personal moral code
b. Kelly, whose moral reasoning is based on looking out for her own needs
c. Ivan, whose moral reasoning is based on avoidance of punishment
d. Linda, whose moral reasoning is based on the approval of other people
Chapter Module: Reasoning About Moral Issues
12.36 Adolescents and adults believe that they should act according to others’ expectations when they are in
Kohlberg’s __________ stage of moral reasoning.
a. instrumental orientation c. social system morality
b. social contract orientation d. interpersonal norms
Chapter Module: Reasoning About Moral Issues
Rationale: Stage 3 — interpersonal norms — involves acting according to others’ expectations.
12.37 Rebecca responded to the Heinz dilemma by saying “Heinz shouldn’t steal the drug because stealing is
against the law and our society has to outlaw theft in order to be a good place to live.” Rebecca is in
Kohlberg’s __________ stage of moral reasoning.
a. interpersonal norms c. social system morality
b. universal ethical principles d. instrumental orientation
Chapter Module: Reasoning About Moral Issues
12.38 At which level of Kohlberg’s moral reasoning is reasoning governed by personal, moral principles?
a. preconventional level c. postconventional level
b. conventional level d. empathic level
Chapter Module: Reasoning About Moral Issues
Rationale: The postconventional level is governed by personal, moral principles.
12.39 At Kohlberg’s postconventional level, moral reasoning is based on
a. social norms. c. personal moral principles.
b. obedience to authority. d. rewards and punishments.
Chapter Module: Reasoning About Moral Issues
Rationale: The postconventional level is governed by personal, moral principles.
12.40 Individuals who believe that laws become invalid when they no longer benefit individuals have a(n)
__________ orientation according to Kohlberg.
a. social contract c. instrumental
b. obedience d. interpersonal norms
Chapter Module: Reasoning About Moral Issues
12.41 Lonnie believes that preservation of life takes precedence over all other rights. Lonnie is in Kohlberg’s
__________ stage of moral reasoning.
a. social contract orientation c. social system morality
b. universal ethical principles d. instrumental orientation
Chapter Module: Reasoning About Moral Issues
12.42 Which of the following statements concerning Kohlberg’s theory of moral reasoning is TRUE?
a. The stages occur in an invariant sequence.
b. Higher levels of moral reasoning are sometimes found among individuals of all ages.
c. Most adults’ moral reasoning is at the postconventional level.
d. The level of moral reasoning is unrelated to the level of cognitive development.
Chapter Module: Reasoning About Moral Issues
395
12.43 Longitudinal studies measuring individuals’ level of moral reasoning over time found that
a. many individuals skipped at least one of Kohlberg’s stages.
b. it was common for individuals to regress to lower levels of reasoning.
c. most individuals progress to the highest levels of reasoning.
d. higher levels of moral reasoning were more common in older adolescents and adults.
Chapter Module: Reasoning About Moral Issues
12.44 Research on Kohlberg’s theory of moral reasoning suggests that
a. his theory describes people in all cultures equally well.
b. moral reasoning is related to moral behavior.
c. many individuals skip stages in his theory.
d. moral reasoning does not change with age.
Chapter Module: Reasoning About Moral Issues
Rationale: Research has found a link between moral reasoning and moral action.
12.45 A controversial element of Kohlberg’s theory is his claim that
a. there are universal, absolute standards of right and wrong.
b. his theory is an outgrowth of Piagetian principles.
c. the stages of his theory are differentiated by the reasoning that underlies the decision.
d. moral reasoning becomes more sophisticated with development.
Chapter Module: Reasoning About Moral Issues
12.46 Individuals who are reared with traditional Hindu beliefs
a. base their moral reasoning on principles of individual rights and justice.
b. do not differ in their moral reasoning from those who are reared with Judeo-Christian beliefs.
c. base their moral reasoning on principles of duty and responsibility to others.
d. support Kohlberg’s claim that the bases of moral reasoning are universal.
Chapter Module: Reasoning About Moral Issues
Rationale: Hindus are more likely to base moral reasoning on principles of duty and responsibility.
12.47 Critics of Kohlberg’s theory have noted that not all cultures have the same emphasis on __________ that is
found in traditional American culture and in Kohlberg’s theory.
a. individual rights and justice c. care-based morality
b. duty and responsibility to others d. the Hindu religion
Chapter Module: Reasoning About Moral Issues
12.48 Which of the following does Carol Gilligan believe forms the basis of moral reasoning in women?
a. justice c. the need to find rewards and avoid guilt
b. responsibility and care d. the need to mature
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Chapter Module: Reasoning About Moral Issues
12.49 Carol Gilligan has argued that Kohlberg’s theory of moral reasoning puts too much emphasis on
__________ and not enough emphasis on __________.
a. justice; caring c. cognition; behavior
b. caring; justice d. behavior; cognition
Chapter Module: Reasoning About Moral Issues
12.50 Gilligan criticized Kohlberg’s theory for
a. having stages of moral reasoning.
b. applying more to men than to women.
c. claiming that moral reasoning becomes more sophisticated with age.
d. overemphasizing the role of care-based moral reasoning.
Chapter Module: Reasoning About Moral Issues
12.51 According to research, how does the moral reasoning of males and females compare?
a. Males think about moral issues in terms of justice, while females think about moral issues in terms of
caring for others.
b. Males emphasize interpersonal relations when using moral reasoning, whereas females are more likely to
consider justice.
c. Male moral reasoning tends to be more advanced than female moral reasoning.
d. Males and females do not differ markedly in the bases of their moral reasoning.
Chapter Module: Reasoning About Moral Issues
12.52 Based on the work of Turiel (1998) and Smetana (2006), moral judgments
a. represent one of the several important domains in which individuals make social judgments.
b. are based solely on issues of justice
c. are based solely on issues of caring and responsibility.
d. reflect an understanding of instrumental and relational aggression.
Chapter Module: Reasoning About Moral Issues
12.53 While at the dinner table, Patrick knows that it is okay to eat his roll with his fingers, but not his mashed
potatoes. Patrick’s behavior reflects his understanding of
a. social conventions. c. reactive aggression.
b. personal domain. d. monitoring.
Chapter Module: Reasoning About Moral Issues
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12.54 __________ are arbitrary standards of behavior agreed to by a cultural group to facilitate interactions
within the group.
a. Personal moral codes c. Stages of moral reasoning
b. Social conventions d. Immanent justices
Chapter Module: Reasoning About Moral Issues
12.55 One day after school, Alfonso got his hair cut into a Mohawk and dyed purple. This decision represents
which domain of social judgment?
a. personal moral codes c. personal domain
b. social conventions d. immanent justice
Chapter Module: Reasoning About Moral Issues
12.56 At what point do children begin to understand that breaking a moral rule is more serious than breaking a
social convention?
a. during preschool c. during late elementary school
b. during early elementary school d. during adolescence
Chapter Module: Reasoning About Moral Issues
12.57 Which of the following statements is NOT CORRECT regarding the domains of social justice across
culture?
a. Young children in many countries worldwide share the view that decisions in the personal domain should
be left to the individual and that adults should not interfere.
b. Children and adolescents in many different Western and non-Western countries reason similarly within
each social domain.
c. Helping others is seen as a basic moral rule for many Western children whereas it is seen as a social
convention for most non-Western children.
d. Lying is acceptable for most Chinese children when it helps the group, but hurts an individual; however
the reverse is true for most American children.
Chapter Module: Reasoning About Moral Issues
12.58 Which of the following statements about prosocial lying is correct?
a. Chinese school children believe that polite lying is acceptable when it helps the group, but hurts an
individual. The reverse is true in the United States.
b. Chinese school children believe that polite lying is acceptable when it helps an individual, but hurts the
group. The reverse is true in the United States
c. .In both the Unites States and China, polite lying is acceptable when it helps the group and, in the
process, hurts an individual.
d. In both the Unites States and China, polite lying is acceptable when it helps an individual, and in the
process hurts the group.
Chapter Module: Reasoning About Moral Issues
12.59 Which of the following adolescents is NOT LIKELY to develop a mature form of moral reasoning?
a. David, who spends a lot of time with his older brother who consistently demonstrates high levels of
moral reasoning.
b. Katherine, who spends a lot of time discussing moral issues with her dad. He spends a lot of time trying
to paraphrase what Katherine says as they talk.
c. Elton, who has been actively involved in his church youth group since he was a young child.
d. Jethro, whose friends consistently emphasize fear of punishment as the underlying principle to moral
reasoning.
Chapter Module: Reasoning About Moral Issues
12.60 Studies of promoting moral reasoning have found that
a. simply being exposed to more advanced moral reasoning does not promote developmental change.
b. seeing the inadequacies of one’s moral reasoning does not lead one to abandon that reasoning.
c. discussions with people with more advanced moral reasoning promote higher level reasoning.
d. moral reasoning cannot be promoted.
Chapter Module: Reasoning About Moral Issues
12.61 How can parents BEST help their children develop higher forms of moral reasoning?
a. through discussion and modeling
b. by discouraging disagreement with the parents on moral issues
c. through physical punishment
d. by discouraging involvement in a religious community
Chapter Module: Reasoning About Moral Issues
12.62 Actions that benefit others are called __________ behaviors.
a. hedonistic c. empathic
b. perspective-taking d. prosocial
Chapter Module: Helping Others
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12.63 Actions that help others with no direct benefit to the individual are known as
a. empathy. c. role-taking.
b. antisocial. d. altruism.
Chapter Module: Helping Others
12.64 When Dana heard about an impoverished family not having money to buy food, she decided to donate her
allowance to the family, even though she would not get anything in return. Dana’s behavior is best
described as
a. cooperative behavior. c. altruism.
b. antisocial behavior. d. empathy.
Chapter Module: Helping Others
12.65 Simple acts of altruism can be seen as early as __________ of age.
a. 18 months c. 6 years
b. 3 years d. 10 years
Chapter Module: Helping Others
Rationale: Altruism in its simple form develops as early as 18 months.
12.66 Preschoolers
a. are incapable of altruistic behavior.
b. show limited altruistic behavior because they don’t always know what they can do to help others.
c. show limited altruistic behavior because even though they usually know what they could do to help, they
do not usually want to help other people.
d. typically show adult-like levels of altruistic behavior.
Chapter Module: Helping Others
12.67 When Julianne saw her mother scurrying to get everything ready for dinner, she said, “Mom, you have so
many things to do, what can I do to help?” Julianne’s ability to see that her mother’s task was burdensome
is best described as an example of
a. prosocial behavior. c. empathy.
b. perspective-taking. d. moral reasoning.
Chapter Module: Helping Others
12.68 The ability to experience the feelings of another person is called
a. role-taking. c. altruism.
b. egocentrism. d. empathy.
Rationale: Altruism is prosocial behavior that helps another with no direct benefit to the individual.
Chapter Module: Helping Others
Rationale: The ability to experience another person’s emotions is empathy.
12.69 When Beth watched a movie in which a baby elephant’s mother died, she cried because she could feel the
baby elephant’s loneliness and sorrow. Beth displayed
a. prosocial behavior. c. self control.
b. altruism. d. empathy.
Chapter Module: Helping Others
Rationale: Being able to feel another’s emotions is called empathy.
12.70 Which child would be most likely to engage in prosocial behavior?
a. a child with high levels of perspective-taking
b. a child who uses rewards and punishments as the basis for moral judgments
c. a child who has low levels of empathy
d. a child with high levels of egocentrism
Chapter Module: Helping Others
Rationale: High levels of perspective taking are linked to higher levels of prosocial behavior.
12.71 Which child would be most likely to act altruistically?
a. a child who does not feel responsible for the person in need
b. a child who believes that there are few costs associated with the act
c. a child who is in a bad mood
d. a child who feels that she doesn’t have the skills necessary to help
Chapter Module: Helping Others
Rationale: Children are most likely to act altruistically when there are few costs to the act.
12.72 A new student in school enters the cafeteria looking lonely and scared. Who is most likely to help the new
student adjust to school by showing her how to get her lunch and sitting with her?
a. Allie, who knows her from church
b. Sarah, who isn’t familiar with the cafeteria routine because she usually eats at home
c. Janelle, who was punished by the teacher earlier in the day
d. Emily, who won’t be able to talk to her friends if she sits with the new student
Chapter Module: Helping Others
12.73 Parents who use which of the following disciplinary practices are most likely to have children who exhibit
more altruistic behavior?
a. physical punishment c. time out
b. reasoning d. rewarding good behavior
Chapter Module: Helping Others
Answer: b
Rationale: When parents use reasoning children are more likely to exhibit altruistic behavior.