Multiple Choice
1. Self-regulation is related to
a.
the inhibition of antisocial behavior.
b.
the inhibition of aggressive behavior.
c.
showing prosocial behavior.
d.
all of these.
2. Self-regulatory difficulties can be symptomatic of
a.
conduct disorders.
b.
attention deficit hyperactivity disorder.
c.
depression.
d.
all of these.
3. Self-regulation, or self-control, can be observed in children beginning at about age
a.
1 month.
b.
6 months.
c.
2 years.
d.
7 years.
4. Which of the following refers to the type of aggression in which the goal is to harm another person?
a.
b.
c.
d.
5. Joanne gives her last 10 dollars to her elderly neighbor to buy groceries at the grocery store. Joanne’s actions
would be considered
a.
amoral.
b.
altruistic.
c.
aggressive.
d.
egocentric.
6. Which of the following is a biological influence linked to antisocial behavior?
a.
Evolution
b.
Peers
c.
Parenting style
d.
Socioeconomic status
7. Which of the following is an example of a behavioral tendency thought to be linked to aggressiveness?
a.
Impulse control
b.
Frustration tolerance
c.
Activity level
d.
All of these
8. Examples of “restraining socialization forces” include
a.
punishment.
b.
guilt.
c.
opinions of others.
d.
all of these.
9. The “Culture of Honor” refers to the idea that
a.
males should marry young.
b.
aggression is an acceptable reaction to personal affront (attacks).
c.
mesosystems are the most important of the types of systems.
d.
cultural values are genetically inherited.
10. Which of the following is not thought to prevent antisocial behavior?
a.
Identifying young children who are antisocial
b.
Giving antisocial children training in social skills
c.
Working with antisocial children only, not their parents
d.
Providing academic remediation to antisocial children
11. According to your text, it is not low socioeconomic status or poverty per se that influences aggressive
behavior, but rather the _________ that often accompany such stress.
a.
dollar amounts
b.
socialization mediators
c.
lack of welfare payments specifically
d.
none of these
12. Preschool teachers can help minimize aggression by
a.
giving children alternate ways of solving problems.
b.
stopping aggression immediately after it happens.
c.
setting standards and sticking to them.
d.
all of these.
13. Researchers who study altruism suggest “I’ll help him because he can’t do it himself” is characteristic of
which age?
a.
Infants, age 6–8 months
b.
Toddlers
c.
Preschoolers, age 3–6 years
d.
School-agers, 6–12 years
14. Preschoolers are more likely to help persons who
a.
are familiar to them.
b.
have previously helped them.
c.
are friends.
d.
all of these.
15. If you believed that altruistic behavior is an indicator of the ability to regulate biological drives, your
thinking would be similar to that of
a.
Piaget.
b.
Freud.
c.
Erikson.
d.
learning theorists.
16. Research on the brain indicates which of the following?
a.
There are no places in the brain that can be linked to emotion.
b.
The cerebral cortex alone processes information regarding the suffering of other people.
c.
Adults whose ventromedial areas are damaged show no difference in empathy as compared to other
adults.
d.
All answers are correct.
17. Renee observes someone else engaging in an altruistic act and getting rewarded for it. Renee is
experiencing what?
a.
Vicarious reinforcement
b.
Direct reinforcement
c.
Negative reinforcement
d.
Shaping
18. Based on research, which would be most likely to foster the development of altruism over the long term?
a.
Rewarding altruistic acts with bubble gum
b.
Rewarding altruistic acts with praise
c.
Rewarding altruistic acts with marbles
d.
None of these
19. Which of the following best illustrates the principle of modeling?
a.
Children who observe an adult donating to charity are more likely to donate themselves.
b.
Children who observe someone keeping money instead of giving it to charity will still donate their
own money.
c.
Children who are taught to act helpfully in one situation are not likely to act helpfully in other
situations.
d.
Children do not imitate the behavior of peers.
20. Isabel wants the children in her kindergarten to share their toys with each other at greater frequency than
they do now, particularly those who are resistant to the idea. What is the best way for Isabel to get this to
happen?
a.
Tell the children to share, but don’t give explanations about why they should do it.
b.
Take all the toys away.
c.
Tell the children to be kind.
d.
Model sharing for the children.
21. Having the children role play is an example of
a.
learning by doing.
b.
learning based on genetics.
c.
using a tangible reward.
d.
negative socialization.
22. The Whitings (1973, 1975) found that the cultural variable most closely associated with altruistic behavior
was
a.
distance of a community from a shipping port.
b.
the extent to which children were engaged in household chores directly linked to the family’s
socioeconomic security.
c.
the extent to which children were engaged in schoolwork.
d.
the number of peers the child saw on a regular basis.
23. Morality includes which of the following aspects?
a.
Feeling
b.
Reasoning
c.
Behaving
d.
All of these
24. Which of the following influences children’s sense of right and wrong?
a.
Developmental age
b.
Intelligence
c.
Need for approval
d.
All of these
25. If you are interested in how an individual’s social experiences result in the formation of judgments about
social relationships, rules, and laws, you are interested in issues similar to those studied by
a.
Aries.
b.
Piaget.
c.
Freud.
d.
behaviorists.
26. Mark has egocentric ideas about right and wrong. Mark doesn’t consider the interests of others. Mark
sometimes confuses his parents’ perspective with that of his own. Which stage of moral development best
describes Mark?
a.
Preoperational
b.
Preconventional
c.
Conventional
d.
Image-making
27. “How would I respect myself if. . .” is an example of reasoning at which moral level?
a.
Preoperational
b.
Postconventional
c.
Conventional
d.
Image-making
28. The first stage of Kohlberg’s theory of moral development is
a.
preoperational.
b.
preconventional.
c.
conventional.
d.
image-making.
29. The justice moral perspective differs from the care moral perspective in that
a.
justice emphasizes the individual; care emphasizes the group.
b.
justice emphasizes the group; care emphasizes the individual.
c.
justice emphasizes learning; care emphasizes doing.
d.
none of these; justice and care perspectives refer to the same thing.
30. Moral development is thought to be affected by
a.
temperament.
b.
self-control.
c.
education.
d.
all of these.
d
Kohlberg.
31. Kagan (1984) suggested that the morality of most individuals is directed by
a.
emotion.
b.
reason.
c.
operations.
d.
postconventions.
a
32. Jalonda is a teacher who would like to enhance the moral development of her class. Based on research,
which of the following is something Jalonda should try?
a.
Present moral dilemmas to the class.
b.
Have group discussions on moral issues.
c.
Ask student question about moral issues.
d.
All of these are correct.
d
33. The presence of more than one belief system is called
a.
pluralism.
b.
commune.
Kohlberg.
c.
conventional thought.
d.
care moral perspective.
34. The classification into gender roles based on biological sex is called
a.
genetics.
b.
environment.
c.
sex typing.
d.
gender development theory.
c
CFSC.BERN.16.12-7 – Define gender role and explain sex typing.
Blooms: Remember
NAEYC: 4
35. Theorists who emphasize how one comes to feel like a male or female are considering gender according to
a.
psychoanalytic theory.
b.
social learning theory.
c.
cognitive developmental theory.
d.
rewards and punishments.
a
CFSC.BERN.16.12-7 – Define gender role and explain sex typing.
Blooms: Understand
NASW: 2
36. Bem (1981) and others have proposed a framework for how one comes to process information about oneself
as a male or female by perceiving and interpreting gender-linked information. This is known as which of the
following?
a.
Gender schema theory
b.
Cognitive developmental theory
c.
Social cognitive theory
d.
Psychoanalytic theory
a
CFSC.BERN.16.12-8 – Discuss the four theories explaining gender-role development.
Blooms: Remember
NAEYC: 4
a
situational contexts, individual contexts, and social interaction.
Blooms: Apply
NASW: 1
37. According to your text, females exhibit _________ than males.
a.
greater visual-spatial ability
b.
greater verbal ability
c.
more aggression
d.
all of these
Completion
38. Aggression, violence, and crime are examples of _________ behavior.
CFSC.BERN.16.12-1 – Define self-regulation and explain how it relates to behavior.
Blooms: Remember
NASW: 2
39. Cooperation is an example of a(n) _________ behavior.
explaining its development.
Blooms: Remember
NASW: 2
40. Aggression in which the goal is to obtain an object, privilege, or space is considered _________ aggression.
explaining its causes.
Blooms: Remember
NASW: 2
41. _________ refers to voluntary actions that are intended to help or benefit another person or group of people
without the actor’s anticipation of external rewards.
explaining its development.
Blooms: Remember
NASW: 2
42. The passing on of the survival and adaptive characteristics of the species from one generation to the next is
b
CFSC.BERN.16.12-8 – Discuss the four theories explaining gender-role development.
Blooms: Understand
NASW: 2
known as _________.
43. Children whose parents mediate TV viewing are _________________ likely to imitate aggression.
44. Children diagnosed with _________________ are more prone to aggressive behavior than are normal
children.
45. Individual aggressive tendencies are magnified through social __________________.
46. Freud labeled the rational part of the personality the _________.
47. Freud’s name for the conscience was _________.
48. _________ refers to a thought process in which one vicariously experiences another’s emotions.
49. _______________________ is the motive for altruism.
50. When someone receives a reward for an altruistic act, this is considered _________ reinforcement.
51. _________ refers to the setting of certain standards and rules by parents, and the insistence on adherence to
them when necessary.
52. The ability to understand rules, distinguish right from wrong, and take another person’s perspective is which
of the three dimensions of morality? _________
53. _________ morality refers to the stage of moral development in which children realize that rules are
arbitrary agreements that can be changed by those who have to follow them.
54. When a child states that the reasons for doing something are to avoid punishment, the child is likely in the
_________ stage of morality.
55. Following self-chosen ethical principles is characteristic of the _________ stage of morality.
56. The first of Kohlberg’s moral stages is termed _________.
57. The last of Kohlberg’s moral stages is termed _________.
58. The _________ moral perspective emphasizes the rights of the individual.
59. A(n) ___________________situation involves other people’s rights or welfare.
60. Hitting, stealing, and refusing to share are examples of _________ transgressions.
61. The presence of more than one belief system is called _________.
62. Gender role is more of a(n) __________________construct, whereas sex is more of a physical one.
63. The _________theory deals with how one comes to behave as a male or female.
64. Research shows that children with gay or lesbian parents exhibit ____________________ gender norms.
Subjective Short Answer
65. Compare and contrast biological theories of aggression with those that are sociocultural.
66. Describe the studies of Bandura and colleagues, and highlight their significance in explaining the
development of aggression in children.
67. List the mesosystem factors contributing to antisocial behavior. Pick one and argue why it might be most
influential.
68. Provide an overview of the impact of biology on the development of altruistic behavior. Include in your
essay discussion of Freud, Hoffman, and brain development.
69. Describe how cultural variations foster competitiveness and/or cooperation. Include in your answer classic
research studies found in your text.
70. Imagine you are giving a class presentation on Piaget and Kohlberg. Describe the three dimensions of
morality and give examples of each.
71. Using Piaget’s theory of morality, describe how children interpret rules differently according to their
developmental level.
72. Compare and contrast the perspective of an individual in Kohlberg’s preconventional level with that of an
individual at the postconventional level.
73. Describe how Gilligan’s perspective on morality is different from Kohlberg’s. Include in your answer terms
used by Gilligan.
74. Consider the case of James, who is young, impulsive, and difficult (in temperament), with low self-esteem.
James also has parents who use little reasoning and focus on power as a means of control. Using the research
noted in the text, explain the outcomes one would expect for James in terms of moral development and
behavior.