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Santrock Adolescence 16Th Ed By John W Santrock – Test Bank

Chapter 06

Sexuality

 

1. Which of the following statements regarding sex and the media is TRUE?
2. Sex is portrayed as a recreational activity.
3. Sex is often portrayed in a stereotypical way.
4. Women are portrayed as sex objects.
5. D. All of these choices are correct.

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APA: 1.2 Develop a working knowledge of psychology’s content domains

Bloom’s Taxonomy: Analyze

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Learning Goal: 1

2. Which of the following was a finding from several research studies of adolescents who watched sexually explicit TV shows?
3. There was a link between the amount of time adolescents watched sexually explicit TV and initiation of dating.
4. B. There was a link between the amount of time adolescents watched sexually explicit TV and the initiation of sexual intercourse.
5. Adolescents who watched “sexy” shows were less likely to endorse sexual stereotypes than adolescents who did not watch these shows.
6. None of these was a finding.

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3. Which of the following statements regarding development of a sexual identity is NOT true?
4. A. Western societies place few constraints on adolescents’ sexual behavior.
5. Developing a sexual identity is a lengthy process.
6. Sexual identity involves an indication of sexual orientation.
7. Social and cultural factors play a role in the development of a sexual identity.

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Bloom’s Taxonomy: Analyze

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4. Obtaining information about adolescent sexuality has been difficult because
5. those with conservative sexual attitudes are less likely to respond to sexual surveys than those with more liberal attitudes.
6. some people refuse to answer questions about sex asked by a stranger.
7. some people give socially acceptable answers rather than truthful answers.
8. D. All of these choices are correct.

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Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

5. Research shows that by age 20, what percentage of U.S. youth have engaged in sexual intercourse?
6. 54
7. B. 77
8. 82
9. 90

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Bloom’s Taxonomy: Remember

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Learning Goal: 1

6. Which of the following adolescents is MOST likely to have had a sexual experience before age 13?
7. Abby, a non Latino White teen
8. B. Zach, an African American teen
9. Lynda, an Asian teen
10. Josie, a Latino teen

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Bloom’s Taxonomy: Apply

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7. In a national survey, approximately what percentage of both 15- to 19-year-old males and females said that they had engaged in oral sex?
8. 35
9. 45
10. C. 55
11. 65

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Bloom’s Taxonomy: Remember

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Learning Goal: 2

8. For many adolescents, oral sex is
9. restricted to the confines of an intimate relationship.
10. B. a casual activity.
11. carefully considered behavior.
12. None of these choices are correct.

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Bloom’s Taxonomy: Remember

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Learning Goal: 2

9. Liz engages in oral sex with her boyfriend Trevor. Which of the following statements regarding beliefs about oral sex is Liz MOST likely to hold?
10. Oral sex has no health risks.
11. Oral sex is safer than sexual intercourse.
12. Oral sex is not really sex.
13. D. All of these choices are correct.

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Bloom’s Taxonomy: Apply

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Learning Goal: 2

10. Which differences exist among different cultures with respect to the timing of teenage sexual activities?
11. A. In developing nations, sexually experienced females, ages 15-19, are married; in developed nations, sexually experienced teens of the same age are not married.
12. In developing nations, sexually experienced males and females, ages 15-19, are likely to be married.
13. There is very little difference in the timing of sexual behaviors among developed nations such as the United States, Sweden, and Australia.
14. In most Asian countries, first intercourse occurs somewhat earlier than in the United States.

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Bloom’s Taxonomy: Understand

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11. A stereotyped pattern of role prescriptions for how individuals should behave sexually is known as a
12. sexual edict.
13. B. sexual script.
14. sexual role.
15. sexual norm.

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12. Girls commonly cite all of the following reasons for being sexually active EXCEPT
13. being in love.
14. pressure from males.
15. curiosity.
16. D. pressure from female friends.

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13. Which of the following is TRUE regarding the sexual scripts among today’s emerging adults?
14. A. Men who engage in too much sex are judged negatively.
15. Wmen should not be sexually skilled.
16. Women should always be ready for sex.
17. Men have a relational approach to sex.

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14. Sheila, age 16, has just begun to be sexually active with her boyfriend Ted. Which of the following reasons would Sheila MOST likely say is the main reason she is sexually active?
15. A. She is in love with Ted.
16. She was the last of her group of girlfriends to be sexually active and she liked Ted well enough.
17. She was curious about sex.
18. She wanted to rebel against her parents’ strict religious rules.

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15. Adolescent boys are MORE likely than adolescent girls to cite ______ as a reason for becoming sexually active.
16. being in love
17. B. peer pressure
18. curiosity
19. None of these choices are correct

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16. Early sexual activity has been linked to all of the following behaviors EXCEPT
17. delinquency.
18. B. eating disorders.
19. drug use.
20. school-related problems.

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Bloom’s Taxonomy: Remember

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17. Which of the following adolescents is MOST at risk for engaging in sexual activity?
18. A. Charlotte, age 14, whose older sister became pregnant at age 16
19. Howie, age 15, who lives with his biological parents in a middle-class neighborhood
20. Juanita, a 16-year-old Latina whose parents monitor her closely
21. Cole, age 17, who is active in three sports and has a close relationship with his parents

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18. Which of the following is NOT a risk factor for engaging sex at an early age?
19. poverty
20. females with school problems
21. females in single parent homes
22. D. Females who play sports

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Bloom’s Taxonomy: Remember

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19. Which of the following is NOT a protective factor in engaging in risky sexual behavior?
20. Excelling academically
21. Parental responsiveness to the child’s health needs.
22. C. Eating dinner together as a family
23. Belive in a higher spiritual power.

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20. Reviews of recent research have found that Latino adolescents were less likely to engage in risky sexual behavior when
21. their fathers talked to them about the possible negative consequences of sex.
22. B. their mothers talked to them about the possible negative consequences of sex.
23. their grandmothers or older aunts talked to them about the possible negative consequences of sex.
24. they were confined to their homes after school and on weekends.

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Learning Goal: 2

21. A cognitive factor implicated in sexual risk-taking in adolescence is
22. attention problems.
23. negative peer pressure.
24. poor self-regulation.
25. D. All of these choices are correct.

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Bloom’s Taxonomy: Remember

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22. The average age for marriage in the United States is _____ for men and ______ for women.
23. 27; 24
24. 28; 25
25. C. 29; 27
26. 29; 25

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Bloom’s Taxonomy: Remember

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23. Which of the following statements regarding patterns in heterosexual behavior for men and women in emerging adulthood is NOT true?
24. Males have more casual sexual partners than females.
25. Casual sex is more common in emerging adulthood than in young adulthood.
26. Emerging adults are more likely than young adults to have had sexual experiences with two or more partners.
27. D. Emerging adults have sex more frequently than young adults.

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24. Casual sex such as “hooking up” and having “friends with benefits” is
25. More common among emerging adults than teens.
26. B. More common in emerging adulthood for males only
27. Only common when alcohol is involved.
28. More common among females.

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Bloom’s Taxonomy: Remember

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25. Which of the following is NOT a risk factor for casual sex among emerging adults?
26. alcohol use
27. impulsivity
28. being sexually active during high school
29. D. Being enrolled in college.

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26. The majority of sexual minority (same-sex) individuals experience their first sexual behavior in
27. A.
28. late childhood.
29. emerging adulthood.
30. young adulthood.

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Bloom’s Taxonomy: Remember

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27. Which of the following statements regarding heterosexual behavior and same-sex attraction is TRUE?
28. Patterns of attraction to sexual partners are determined in adolescence and do not change after that.
29. People are either heterosexual or have same-sex attraction.
30. The term “bisexual” really means someone who is same-sex identified but afraid to admit it.
31. D. The use of the term “homosexual” has been replaced by the term “same-sex attraction.”

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28. Catherine identifies herself as a lesbian. Which of the following is probably TRUE for Catherine?
29. She shares her sexual orientation with five to six percent of women in the United States
30. B. She has the same physiological responses to arousal as heterosexual women.
31. Her brain structure, particularly in the area of the hypothalamus, is different than the brains of heterosexual women.
32. She has a higher level of testosterone than heterosexual women.

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Bloom’s Taxonomy: Apply

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29. Russell, a gay man, participated in a research study in which he was given injections of androgens to see what, if any, change there would be on his sexual orientation. According to research, which of the following was the most likely outcome for Russell in this study?
30. He became more sexually interested in women.
31. B. He experienced an increase in desire but had no change in sexual orientation.
32. He experienced a decrease in desire but no change in sexual orientation.
33. None of these choices are correct.

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30. Research suggests that sexual attraction is determined by
31. genetic factors.
32. hormonal factors.
33. environmental factors.
34. D. All of these choices are correct.

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Bloom’s Taxonomy: Remember

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31. If Roland, a gay male, followed the developmental pattern of many same-sex attraction men and women, all of the following are true EXCEPT
32. he was not aware of his same-sex attraction until late adolescence.
33. he did not engage in heterosexual dating.
34. he recognized that he was gay in early adulthood.
35. D. he never had any sexual interest in females.

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32. Having irrational, negative feelings against individuals who have same-sex attractions is called
33. stigma.
34. humorosity.
35. stereotyping.
36. D.

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Bloom’s Taxonomy: Remember

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33. Mary believes that all child molesters are gay men and she goes out of her way to avoid a colleague whom she believes is a gay man. Mary’s beliefs and behavior could be labeled as
34. sexual harassment.
35. stigmatizing.
36. C.
37. gay bashing.

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Bloom’s Taxonomy: Apply

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34. Hiding one’s real social identity is known as
35. covering.
36. closeting.
37. C.
38. posing.

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Bloom’s Taxonomy: Remember

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35. Phil is a gay man, but he dates women and has told nobody about his sexual orientation. Phil is engaged in a form of self-devaluation called
36. A.
37. closeting.
38. covert lying.
39. covering.

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Bloom’s Taxonomy: Apply

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36. Which of the following is NOT an area of similarity in the lives of heterosexual, same-sex attraction, and bisexual adolescents?
37. friendship quality
38. B. relationships with parents
39. academic orientation
40. perception of school climate

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Bloom’s Taxonomy: Analyze

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37. Which of the following adolescents is MOST likely to report victimization as a result of sexual

orientation?

1. A. Jacob, who is a bisexual
2. Zully, who is a lesbian
3. Katie, who is a heterosexual
4. Conrad, who is a gay male

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38. Which of the following statements regarding sexual orientation and mental health is TRUE?
39. Same sex youth have higher rates of eating disorders..
40. Same-sex youth have higher perceived stress than heterosexual youth.
41. Sexual minority youth have less mastery of their lives than heterosexual youth.
42. D. Sexual minority youth have higher rates of substance abuse and depression.

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Bloom’s Taxonomy: Analyze

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39. The most common sexual outlet for adolescents is
40. oral sex.
41. petting.
42. C.
43. sexual intercourse.

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40. Which of the following statements regarding masturbation is NOT true?
41. More males masturbate than females.
42. Information on masturbation is based on self-reports.
43. Masturbation is a more stigmatized behavior for females than for males.
44. D. Most adolescents today feel guilty about masturbation.

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Bloom’s Taxonomy: Analyze

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41. Which of the following statements regarding the use of contraceptives is TRUE?
42. Adolescents have increased their use of contraceptives.
43. Many sexually active adolescents do not use contraceptives consistently.
44. Sexually active younger adolescents are less likely to use contraceptives than older adolescents.
45. D. All of these choices are correct.

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Bloom’s Taxonomy: Analyze

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42. The current pregnancy rate for teen girls between the ages of 15 and 19 is ____ which is _____ than the rate in previous years.
43. 26.5 births per 1000 females; higher
44. B. 5 births per 1000 females; lower
45. 52.6 births per 1000 females; higher
46. 52.6 births per 1000 females; lower

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Bloom’s Taxonomy: Remember

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43. Which of the following is not one of the reasons given for the reduction in the U.S. teen pregnancy rate?
44. A. fear of being a teen mother
45. fear of STI’s
46. health classes offered in the community
47. increase in the use of contraceptives

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44. The highest rates of adolescent pregnancies and childbearing in the developed world occur in which nation?
45. Canada
46. England
47. C. United States
48. France

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45. Adolescents in a European country are more likely than adolescents in the United States to be
46. told that childbearing is an adult activity.
47. accepted by adults for being sexually active with responsibility.
48. told to protect themselves and their partners from pregnancy and STIs.
49. D. All of these choices are correct.

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Bloom’s Taxonomy: Remember

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46. Adolescents in the United Sates are less likely than their counterparts in Canada to
47. have access to a comprehensive sex-education program in school.
48. have access to reproductive health services.
49. be provided with free contraceptives.
50. D. All of these choices are correct.

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47. Daughters of teenage mothers are at increased risk of
48. dropping out of school.
49. poor health.
50. C. being teenage mothers themselves.
51. None of these choices are correct.

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Bloom’s Taxonomy: Remember

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48. Which of the following girls is MOST likely to become pregnant while a teen?
49. Amy, a non-Latino white girl.
50. Robin, an African American girl.
51. C. Sally, a Latina.
52. All of them have an equal probability of becoming pregnant while still a teen.

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49. Two reasons for the rise in the proportion of adolescent births that are nonmarital are because marriage has become quite rare in adolescence and because
50. A. pregnancy is no longer seen as a reason to get married.
51. the fathers of these babies are not able to support them as well as their mothers.
52. most of these children are given up for adoption, so there is no need to marry.
53. None of these choices are correct.

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50. Which of the following statements regarding abortion in the United States is NOT true?
51. The experiences of adolescents who want to have an abortion vary by state and region.
52. Abortion can be harder to obtain in the U.S. compared to some other countries.
53. Some states require parental permission before performing an abortion on an adolescent.
54. D. The number of abortions performed o 15- to 19- year-olds has increased over the past several years.

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51. In the United States, approximately what fraction of teen pregnancies ends in abortion?
52. one-half
53. B. one-quarter
54. one-third
55. two-thirds

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52. Senator Gorson makes the case to his colleagues that there should be national legislation mandating parental consent for adolescent girls’ abortions. He calls abortion a “medically dangerous procedure” and one that will “scar these young women for life.” Research on his statements would seem to indicate that Senator Gorson is
53. correct about the medical risk; research has shown that abortion is medically dangerous.
54. correct about the psychological risks; girls who have had abortions are at high risk for depression.
55. C. incorrect on both positions; first trimester abortion is medically safe and a study of girls who had abortions showed they had a decrease in anxiety.
56. incorrect about the medical risk, but correct about the psychological risk.

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53. Which of the following is NOT a rationale for stricter abortion laws for adolescents?
54. There is a high risk of physical harm from abortions.
55. Adolescents cannot make an adequate informed choice to have an abortion.
56. Adolescents and their parents will hinder communication if they have to make decisions together.
57. D. Research has shown that many adolescents will not suffer psychological harm after an abortion.

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54. Naomi, who is 16 years old, has just given birth to her first child, Seth. Which of the following is most likely TRUE of Naomi and Seth?
55. Naomi will continue her high school education at an alternative regional school.
56. B. Seth is likely to be a low birth weight baby.
57. Seth is likely to be a fairly healthy baby.
58. Naomi will catch up to her peers economically after three to five years.

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55. Which of the following statements regarding adolescent pregnancy is NOT true?
56. Adolescent mothers often drop out of school.
57. Adolescent mothers generally do not catch up economically with women who postpone childbearing until their twenties.
58. C. Adolescent mothers are most likely to come from middle-class socioeconomic backgrounds.
59. Many adolescent mothers were not good students before they became pregnant.

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56. Anna is a 24-year-old woman who is pregnant with her first baby. Her neighbor, Trish, is 16 and pregnant with her first child. Which of the following is most likely to be TRUE of these women?
57. A. Anna is more likely than Trisha to be receiving prenatal care.
58. Anna is more likely than Trisha to have a premature birth.
59. Trisha’s baby is likely to weigh more than Anna’s baby.
60. Both mothers will be equally competent caregivers for their babies.

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57. Noah, age three, was born to a teenage mother. According to research, Noah is more likely than his counterparts who were born to older mothers to
58. have behavioral problems.
59. score poorly on intelligence tests.
60. have a mother who is less competent in her child-rearing skills.
61. D. All of these choices are correct.

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58. Stephen, age 17, is the father of 16-month-old Jared. If he is typical of most adolescent fathers, Stephen will
59. stay in school.
60. have a close relationship with his son.
61. C. have a lower income than an older father.
62. All of these choices are correct.

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59. Which of the following was NOT one of the recommendations that John Conger offered for reducing the rate of adolescent pregnancy?
60. sex education and family planning
61. access to contraceptive methods
62. broad community involvement and support
63. D. having pregnant teens educated in separate classrooms from their peers

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60. Research showed that the Baby Think It Over experience produced all of the following results among ninth-grade Latino girls EXCEPT
61. increased the age at which they planned to have a child.
62. B. produced a greater interest in being a wife and mother than in engaging in a career.
63. raised their concerns about how having a baby might interfere with their plans for an education.
64. produced a greater interest in career planning.

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61. According to recent research, adolescents who look to the future and see that they have the opportunity to become self-sufficient and successful may be motivated to
62. A. reduce their risk of pregnancy.
63. go to college.
64. marry wealthy, established men.
65. None of these choices are correct.

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62. If the United States wanted to model community support for preventing adolescent pregnancy, which of the following countries has a comprehensive model in place?
63. Brazil
64. B. The Netherlands
65. Italy
66. Honduras

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63. Which of the following statements regarding pregnancy prevention strategies in the Netherlands is NOT true?
64. A. The Netherlands has a mandated sex-education program for all students.
65. Adolescents can obtain contraceptive counseling at government sponsored clinics for a small fee.
66. The Dutch media play a role in educating the public about sex.
67. Sexually active adolescents are not stigmatized in the Netherlands.

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64. Girls’ Inc has a program, Will Power/Won’t Power, that is targeted toward increasing ______ in 12- to 14-year-old girls.
65. A. assertiveness training
66. resistance to persuasion skills (RPS)
67. body image awareness and acceptance
68. volunteerism

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65. Girls’ Inc.’s nine-session program aimed at older girls, which emphasizes career planning, along with sexuality, reproduction, and contraception information, is called
66. Teen Outreach Program (TOP).
67. B. Taking Care of Business.
68. Will Power/Won’t Power.
69. Health Bridges.

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66. Sandra tells you that she and her mother are participating in a series of five, 2-hour workshops sponsored by her local Girls’ Inc. office. They are talking about making responsible decisions about pregnancy, and encouraging her motivation to avoid pregnancy until she is older. Sandra is describing which program?
67. Growing Together
68. B. Health Bridges
69. Taking Care of Business
70. The Resistance to Persuasion

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67. A consideration that is especially important for younger teens as they plan to avoid pregnancy is
68. engaging in oral sex rather than sexual intercourse.
69. delaying dating until they are 18.
70. dating in small groups, rather than individual dating situations.
71. D.

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68. Which of the following statements about sexually transmitted infections is NOT true?
69. They are contracted primarily through sexual contact.
70. They are an increasing health problem.
71. C. They cannot be contracted through oral sex.
72. They can be contracted through anal-genital contact.

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69. Which of the following STIs is caused by a virus?
70. A. genital herpes
71. gonorrhea
72. syphilis
73. chlamydia

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70. The greatest concern about AIDS is in ______, where it has reached epidemic proportions.
71. the United States
72. Thailand
73. C. sub-Saharan Africa
74. Argentina

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71. Which of the following statements about AIDS is TRUE?
72. A higher percentage of adolescent AIDS cases than adult cases are acquired through IV drug use.
73. A special set of legal and ethical issues is involved in testing and informing partners and parents of adolescents.
74. Adolescents have less access to contraceptives and are less likely to use them than are adults.
75. D. A higher percentage of African-American and Latino AIDS cases occur in adolescence than in adults.

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72. Which of the following people is MOST at risk for contracting HIV/AIDS?
73. Astrid, a non Latino white teen who is not yet sexually active.
74. Max, an 18-year-old gay male who practices safe sex.
75. Perry, a 20-year-old who is addicted to prescription narcotic pills.
76. D. Pam, a 21-year-old woman whose sex partner is a bisexual man.

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73. HIV can be transmitted by all of the following methods EXCEPT
74. sexual contact.
75. B. insect bites.
76. sharing of needles.
77. blood transfusions.

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74. More than 40 percent of men and women in a recent study said that they would
75. A. understate the number of their sexual partners.
76. lie to a partner in order to have sex.
77. have unprotected sex with a stranger.
78. lie about the results of an HIV blood test.

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75. Which of the following has NOT been successful in reducing HIV infection in adolescent girls?
76. social support
77. providing information on how to access contraceptives
78. promoting gender equality
79. D. encouraging girls to abstain from sex.

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76. Which of the following approaches has been shown to be effective in teaching high-risk groups about HIV/AIDS?
77. culturally tailored outreach programs
78. population-specific rewards for attending programs
79. peer educators
80. D. All of these choices are correct

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77. Which of the following is an initial symptom of genital herpes?
78. fever
79. B. itching and tingling at the site of infection
80. appearance of painful sores or blisters at the site of infection
81. enlarged lymph nodes in the groin

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78. Linnia has a viral sexually transmitted infection that is characterized by frequent outbreaks of painful sores in her genital area. Linnia most likely has
79. A. genital herpes.
80. syphilis.
81. gonorrhea.
82. genital warts.

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Bloom’s Taxonomy: Remember

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79. Which of the following statements regarding genital herpes is NOT true?
80. It is spread by direct contact with the sores.
81. B. It is caused by bacteria.
82. It can be spread via contraceptive foam and creams.
83. It has no known cure.

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Bloom’s Taxonomy: Analyze

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80. The most common STI for individuals of ages 15-24 in the United States is
81. HIV/AIDS.
82. gonorrhea.
83. C. genital warts.
84. genital herpes.

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81. The vaccine that the CDC recommends be given to 11- to 12-year-old girls to help fight off HPV and cervical cancer is called
82. Niospan.
83. Diovan.
84. Geosporin.
85. D.

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82. Harry tells his friend that he is going to see his doctor because he is afraid that his unprotected sexual encounter has left him with “the clap.” Harry is concerned that he has contracted
83. A.
84. syphilis.
85. chlamydia.
86. trichomoniasis.

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Bloom’s Taxonomy: Apply

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83. Which of the following statements regarding gonorrhea is NOT true?
84. The incidence of gonorrhea has declined.
85. Early symptoms in males are discharge from the penis and burning on urination.
86. Females may not detect any early symptoms.
87. D. It is caused by a virus.

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84. Marlene, who is in her third month of pregnancy, has just contracted syphilis. Which of the following is TRUE if Marlene is treated immediately with penicillin?
85. Syphilis will still be transmitted to the fetus but the effects will be diminished.
86. B. Syphilis will not be transmitted to the fetus.
87. Syphilis will be transmitted to the fetus because Maureen has not been treated before the end of the second month of pregnancy.
88. Syphilis can never be transmitted to a fetus.

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Bloom’s Taxonomy: Apply

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85. In its early phases, syphilis can be treated with
86. Valtex.
87. Acyclovir.
88. Podophyllin.
89. D.

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86. Which of the following is NOT one of the four phases of syphilis?
87. A. terminal
88. primary
89. latent
90. tertiary

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87. About what percentage of college students have chlamydia?
88. 5
89. B. 10
90. 15
91. 20

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88. Which of the following statements regarding chlamydia is NOT true?
89. It is highly infectious.
90. Many females infected with chlamydia are asymptomatic.
91. C. The incidence of chlamydia is less than that of gonorrhea.
92. Untreated chlamydia can lead to pelvic inflammatory disease (PID) and infertility in females.

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Bloom’s Taxonomy: Analyze

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89. Which of the following statements about rape is TRUE?
90. Legal definitions of rape vary from state to state.
91. In some states, marital rape is legal.
92. Rape is pervasive in American culture.
93. D. All of these choices are correct.

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90. Which of the following adolescents is MOST likely to romanticize sexuality?
91. Kurt, age 13.
92. B. Nadia, age 16.
93. Julia, age 19.
94. All of them are likely to romanticize sexuality equally

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91. Men who rape women are likely to have all of the following characteristics EXCEPT
92. they are angry at women in general.
93. aggression increases their sense of power.
94. they want to hurt their victims.
95. D. they are likely to be under the influence of heroin or other opiates.

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92. Carla, a 19-year-old college sophomore, is a victim of rape. Which of the following statements about her rape is most likely to be TRUE?
93. Her assailant was a stranger.
94. B. She knew the person who raped her.
95. She reported the rape to the police.
96. She reported the rape to campus security.

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93. Which of the following statements about the aftermath of rape is NOT true?
94. A. About 40 percent of rape victims have made a suicide attempt.
95. Sexual dysfunctions occur in 50 percent of rape victims.
96. Many rape victims make lifestyle changes, such as moving to another apartment or home.
97. Many rape victims experience depression, fear, and anxiety for months or years.

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94. Which of the following statements about coping with rape is TRUE?
95. Social support is an important factor in recovery.
96. Professional counseling is an important factor in recovery.
97. A woman’s psychological adjustment prior to an assault is a factor in coping.
98. D. All of these choices are correct.

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95. A recent study of adolescent girls indicated that
96. approximately 90 percent of the girls had experienced athletic sexism.
97. approximately two-thirds of the girls had experienced academic sexism.
98. C. most of the girls had experienced sexual harassment at least once.
99. None of these choices are correct.

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Difficulty: Moderate

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96. Dana, age 15, has to deal with constant comments from the boys in her science class about her breast size, skin blemishes, and large hips. Her teacher does nothing to stop these offensive remarks. As a result, Dana’s grade in science is compromised. Dana is a victim of
97. quid pro quo sexual harassment.
98. B. hostile environment sexual harassment.
99. third-party sexual harassment.
100. rude boys, but no type of sexual harassment.

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97. Which of the following statements regarding adolescents’ sources of sexual information is NOT true?
98. A. Male adolescents are more likely to talk to their fathers about sex than their mothers.
99. Adolescents get information about sex from the Internet.
100. Female adolescents are more likely to have conversations about sex with their mothers than with their fathers.
101. Many parents are uncomfortable talking about sex with their adolescents.

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98. Which of the following statements regarding abstinence-only sex education programs is TRUE?
99. They delay the onset of sexual intercourse.
100. They reduce HIV-risk behavior.
101. C. They do not delay the onset of sexual intercourse.
102. They are preferred by the majority of parents.

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99. The current trend in sex education in schools in the United States is increasingly focused on
100. safer sex.
101. B.
102. comprehensive sex education.
103. decreasing sexually-transmitted diseases.

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100. A recent survey of parents in Minnesota revealed that
101. A. almost 90 percent of the parents recommended teaching about abstinence and contraceptive information.
102. most parents favored an abstinence-only curriculum.
103. most parents said that sex education should be introduced in junior high school.
104. None of these choices are correct.

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101. List some of the components of developing a sexual identity.

 

Forming a sexual identity is multifaceted. It involves learning to manage sexual feelings, such as sexual arousal and attraction, developing new forms of intimacy, and learning the skills to regulate sexual behaviour to avoid undesirable consequences. An adolescent’s sexual identity involves an indication of sexual orientation, activities, interests, and styles of behavior.

 

APA: 1.1 Describe key concepts, principles, and overarching themes in psychology

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

102. Discuss the sexual initiation of African American, Asian American, and Latino

 

adolescents, as compared to non Latino White adolescents. Sexual initiation varies according to ethnic group in the United States. African Americans are more likely to engage in sexual behaviors earlier than other ethnic groups. Asian Americans are more likely to engage in sexual behaviors later than other ethnic groups. Fewer first-generation Latino adolescents engage in sexual intercourse before 18 years of age, and fewer first- and second-generation Latino adolescents use contraceptives consistently at 17 years of age, than third-generation Latino adolescents. Thus, as acculturation proceeds, the sexual behavior of Latino adolescents begins to more closely resemble that of non Latino White adolescents, featuring earlier sexual initiation and increased use of condoms

 

APA: 3.3 Adopt values that build community at local, national, and global levels

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

103. Discuss the factors that have been associated with adolescents who engage in oral sex.

 

A recent study found that, compared to those who had not engaged in oral sex, adolescents who engaged in oral sex were older, had engaged in heavy drinking in the past month, perceived their peers to be sexually active, and thought their friends would approve of their sexual activity. In addition, it was found that adolescents who had participated in oral sex indicated that they were less connected to their school and had a lower level of religiosity than their counterparts who had not engaged in oral sex. Teens who participate in oral sex seem to do so casually. These adolescents do not see oral sex as sex, and they are unaware of the health risks of oral sex.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

104. Define a sexual script. Compare the differences in sexual scripts between males and females.

 

A sexual script is a stereotyped pattern of role descriptions for how individuals should behave sexually. By the time individuals reach adolescence, females and males have been socialized to follow different sexual scripts. Female adolescents learn to link sexual intercourse with love. Females are more likely than males to report being in love as the main reason they are sexually active. Other reasons that females give for being sexually active include giving in to male pressure, gambling that sex is a way to get a boyfriend, curiosity, and sexual desire that is unrelated to love and caring. Adolescent boys experience considerable peer pressure to have sexual intercourse. Their sexual script includes making sexual advances; girls’ sexual scripts include the mandate to limit the sexual overtures of males.

 

APA: 1.1 Describe key concepts, principles, and overarching themes in psychology

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 2

105. List at least four risk factors associated with sexual activity.

 

In early adolescence, sex is linked with drug use, delinquency, and school-related problems. Low socioeconomic status, family/parenting issues, peer relationships, academic achievement, and having older siblings who became pregnant as teens or who are sexually active can all affect teens’ risk of becoming sexually active at an early age. In addition, a recent study revealed that not feeling close to their parents, having low self-esteem, and watching television extensively were linked to adolescents being sexually active at 15 years of age. Other studies have found that earlier onset of sexual intercourse was related to living with someone other than one’s own biological parents, having a lower level of parental monitoring, and poor

communication about sex with mothers.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

106. Describe at least three patterns found in the sexual behavior of emerging adults.

 

Males have more casual sex partners; females report being more selective about their choice of a sexual partner. Emerging adults are more likely than young adults in their late twenties and thirties to have sexual intercourse with two or more individuals. Emerging adults have sex less frequently than young adults. Casual sex is more common in emerging adulthood than in young adulthood. Religious emerging adults have fewer sexual partners and engage is less risky sexual behaviors than their less religious counterparts. Alcohol is a factor in casual sex and risky sexual behaviors. Emerging-adult women who engaged in casual sex were more likely than emerging-adult men to report having depressive symptoms.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

107. List and describe at least three factors that have been associated with the development of a sexual minority identity.

 

There has been much research and speculation about why some people have same-sex attractions and others do not, but no firm and clear answers are available. The results of hormone studies have been inconsistent. For example, sexual-minority men who were given androgens experienced increased sexual desire but no change in sexual orientation. Looking at hormonal influence in the prenatal period suggests that exposure of the fetus to hormone levels characteristic of females might cause the individual (male or female) to become attracted to males. Simon LeVay found that tiny area of the hypothalamus that governs sexual behavior is twice as large in heterosexual men as in sexual-minority men. Critics of LeVay’s work point out, however, that many of the men he studied had AIDS, which could have affected the structure of their brains. Research on the sexual orientations of identical twins found that a high number of identical twin pairs share the same sexual orientation. This finding suggests that there may be a genetic component to sexual orientation.

Researchers in this field believe that sexual identity is a result of genetic, cognitive, environmental, and hormonal factors.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

108. The first person that Glen will likely tell of his same-sex attraction is a friend. Parents are seldom the first people that adolescents tell about their same-sex attraction, but mothers are more likely than fathers to be told about their children’s sexual identity. Glen will probably tell his mother first, because he may have a more distant relationship with his father. He may tell his siblings but it would be unlikely that he would share this information with them first.

 

Bloom’s Taxonomy: Create

Difficulty: Difficult

Learning Goal: 2

109. What similarities and differences exist between heterosexual and same-sex attraction adolescents?

 

Similarities across sexual orientation occurred for friendship quality, academic orientation, and perception of school climate. Studies on bisexual adolescents reported the most negative results, including in areas of their lives such as relationships with parents, psychological functioning, and victimization. Same-sex attraction adolescents experienced similar negative experiences as bisexual youth but to a lesser extent. Same-sex attraction adolescents had the positive experiences of intrapersonal strengths, such as academic orientation and good friendships. One study found that sexual minority youth had a higher rate of depression and anxiety than heterosexual youth, but there were no significant differences in perceived stress, self-esteem, or mastery.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Difficult

Learning Goal: 2

110. Using cross-cultural data, discuss three reasons why the United States continues to have one of the

highest rates of adolescent pregnancy in the developed world.

 

1) In European countries, as well as Canada, adolescents are given the strong and consistent message that childbearing is an adult activity. Adolescents clearly understand that they are expected to delay childbearing until such time as they have finished their education, have become employed and financially independent of their parents, and are living in stable relationships. In the United States, this attitude is much less strong and much more variable across groups and areas of the country. 2) Adults in other countries are much more realistic and accepting of adolescent sexuality. There is an expectation that sex will take place within a committed relationship and that the partners will take the needed precautions to prevent pregnancy and sexually-transmitted infections. The sex-education programs in other countries are more comprehensive, and the media supports safer, more responsible sexual choices. 3) In some other countries, teens have better access to contraceptives and reproductive health services. In Canada, Great Britain, and Sweden these services are provided free or at a low cost. In the United States, many sexually active adolescents cannot get birth control as part of their health care.

 

APA: 3.3 Adopt values that build community at local, national, and global levels

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Difficult

Learning Goal: 3

111. Karena is 16 years old and pregnant. According to research, what may Karena and her child experience that would not be true for older mothers?

 

Adolescent pregnancy creates health risks for both the baby and the mother. Infants born to adolescent mothers are more likely to have low birth weights and to have more neurological problems and childhood illnesses than babies born to older mothers. Karena has to guard against developing anemia, and she has to be sure to secure prenatal care early. Good prenatal care can help to prevent low birth weight and premature delivery.

 

Characteristics of adolescent mothers that have been related to their likelihood of having problems as emerging adults include a history of school problems, delinquency, hard substance use, and mental health problems. Even if she has none of these characteristics, Karena may drop out of school, as is the case with many teenage mothers. Although they often resume their education later in life, adolescent mothers generally do not catch up economically with women who postpone childbearing until their twenties.

 

Adolescent mothers are also less competent at childrearing and have less realistic expectations of their infants’ development than older mothers. Children born to adolescent mothers had lower achievement test scores and more behavioral problems than children born to older mothers.

 

APA: 2.4 Interpret, design, and conduct basic psychological research

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Apply

Difficulty: Moderate

Learning Goal: 3

112. List and explain John Conger’s four recommendations for reducing the high rate of adolescent pregnancy.

 

Conger’s four recommendations for reducing the high rate of adolescent pregnancy are: sex education and family planning; access to contraceptive methods; the life options approach; and broad community involvement and support. Age-appropriate family-life education benefits adolescents. There are a number of programs that attempt to show adolescents the reality of life with an infant. In addition to family-life and sex education, adolescents need access to contraceptive methods. These needs can often be met through adolescent clinics. However, access to birth-control methods is only part of the equation. Adolescents must be motivated to reduce their risk of pregnancy. They need to see a future that includes the opportunity to become self-sufficient, successful adults. Adolescents need resources to improve their academic skills, careerrelated skills, job opportunities, life-planning consultations, and mental-health services. Finally, we need broad community involvement and support. For example, outreach programs that focus on helping teens to stay busy and productive in their communities have been shown to be a factor in decreasing teen pregnancy.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

113. Describe the cause, biological course, prevalence, methods of transmission, and prevention of AIDS.

 

Acquired immunodeficiency syndrome is caused by the human immunodeficiency virus (HIV). This virus destroys the body’s immune system, making it more vulnerable to germs that the body would normally destroy. While AIDS is found in many countries of the world, it is at epidemic proportions in sub-Saharan Africa. HIV is transmitted through sexual contact, the sharing of needles of infected persons, and blood transfusions. AIDS can be prevented by education about the modes of transmission, and avoiding practices that are particularly risky. Education programs that target the needs of a specific group and programs that are offered in small group formats have been shown to be particularly effective.

 

APA: 1.1 Describe key concepts, principles, and overarching themes in psychology

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

114. Describe the major symptoms for males and females and treatment options for the STDs caused by viruses.

 

Besides AIDS, the two major sexually transmitted infections that are caused by viruses are genital herpes and genital warts. Genital herpes is actually caused by a number of different viruses. The major early symptoms are itching and tingling at the site of infection, three to five days after contact. This is followed by the development of painful sores and blisters. It is direct contact with the sores that transmits the virus to the partner. The attacks of sores and blisters can recur as frequently as every few weeks or as infrequently as every few years. There is no known cure for genital herpes. Drugs such as Acyclovir can alleviate symptoms but cannot eliminate the virus from the body. Support groups have been established for people who suffer from genital herpes and these groups may prove beneficial for some people. The other viral sexuallytransmitted infection is genital warts. This STI is caused by the human papilloma virus (HPV) and is it is very contagious even when there are no obvious symptoms. Genital warts usually appear as small, hard, painless bumps on the penis, in the vaginal area or around the anus. Treatment options include the use of a topical drug, freezing, or surgery. Genital warts may return despite treatment, and in some cases they have been linked to cervical cancer.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

115. Describe the major symptoms for males and females and treatment options for the three most common bacterial sexually transmitted diseases.

 

The three most common sexually transmitted diseases caused by bacteria are gonorrhea, syphilis, and chlamydia. Gonorrhea is caused by a bacterium called Neisseria gonorrhoeae, which thrives in moist mucous membranes. The bacterium is spread by contact between the infected moist membranes of one individual and the membranes of another. Early symptoms of gonorrhea are more likely to appear in males, who may have a discharge from the penis and burning during urination. The early sign of gonorrhea in females, often undetectable, is a mild, irritating vaginal discharge. Gonorrhea can be successfully treated with penicillin or other antibiotics. Syphilis is caused by the bacterium Treponema pallidum. This organism needs a warm, moist environment to survive and is transmitted by sexual contact. It can also be transmitted from a pregnant woman to her fetus after the fourth month of pregnancy. If untreated, syphilis may progress through four stages. In primary syphilis, sores known as chancres appear. Secondary syphilis is characterized by a general skin rash. The third stage, latent syphilis, can last for years in which no overt symptoms are present. Finally, tertiary syphilis manifests as cardiovascular disease, blindness, paralysis, skin ulcers, liver damage, mental problems, and even death. Syphilis can be effectively treated in the early stages with penicillin. Chlamydia spreads through sexual contact and infects the genital organs of both sexes. Many females with chlamydia have no symptoms. When symptoms do appear, they include disrupted menstrual periods, pelvic pain, elevated temperature, nausea, vomiting, and headache. Possible symptoms of chlamydia in males are a discharge from the penis and burning on urination.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Difficult

Learning Goal: 3

116. Describe why rape is so pervasive in American culture. List three characteristics of rapists.

 

Some feminists believe that American males are socialized to be sexually aggressive, to regard females as inferior beings, and to view their own pleasure as the most important objective. Researchers have found the following characteristics among rapists: aggression enhances their sense of power or masculinity; they are angry at females in general; and they want to hurt their victims. Rape is more likely to occur when alcohol and marijuana are being used.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

117. Define and compare and contrast the two types of sexual harassment.

 

Quid pro quo sexual harassment occurs when a school employee threatens to base an educational decision (such as a grade) on a student’s submission to unwelcome sexual conduct.

 

Hostile environment sexual harassment occurs when students are subjected to unwelcome sexual conduct that is so severe, persistent, or pervasive that it limits the students’ ability to benefit from their education. Such a hostile environment is usually created by a series of incidents, such as repeated sexual overtures.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Analyze

Difficulty: Moderate

Learning Goal: 3

118. Explain why more parents are supporting sex education in schools, and describe the types of sex education programs available.

 

Several large studies have found that approximately 90 percent of parents are in favor of a sex-education program in high schools. A slightly lower number of parents support the introduction of sex education in middle and junior high schools. The dramatic increase in HIV/AIDS and other STIs is the main reason that Americans have increasingly supported sex education in schools in recent years. The nature of sex education in schools is changing. U.S. schools today increasingly focus on abstinence and are less likely to present students with comprehensive teaching that includes information about birth control, abortion, and sexual orientation.

 

The two main types of sex education programs are abstinence-only programs and comprehensive programs, which include abstinence but also offer information on contraceptives. Despite the popular belief that teaching adolescents about sex causes them to engage in sexual behaviors, research has shown that this is not the case. In fact, adolescents who were taught in a comprehensive program were less likely to report adolescent pregnancies than their counterparts who were educated in an abstinence-only program.

 

APA: 1.2 Develop a working knowledge of psychology’s content domains

APA: 4.1 Demonstrate effective writing for different purposes

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 4

Category # of Questions

Accessibility: Keyboard Navigation        100

APA: 1.1 Describe key concepts, principles, and overarching themes in psychology            9

APA: 1.2 Develop a working knowledge of psychology’s content domains           79

APA: 1.3 Describe applications of psychology        16

APA: 2.4 Interpret, design, and conduct basic psychological research 3

APA: 3.3 Adopt values that build community at local, national, and global levels               9

APA: 4.1 Demonstrate effective writing for different purposes           16

Bloom’s Taxonomy: Analyze 27

Bloom’s Taxonomy: Apply      18

Bloom’s Taxonomy: Create    1

Bloom’s Taxonomy: Remember             60

Bloom’s Taxonomy: Understand            12

Difficulty: Basic       26

Difficulty: Difficult 6

Difficulty: Moderate               86

Learning Goal: 1     7

Learning Goal: 2     41

Learning Goal: 3     62

Learning Goal: 4     8

 

Chapter 07

Moral Development, Values, and Religion

 

1. Moral development includes moral
2. thought.
3. feelings.
4. behavior.
5. D. All of these choices are correct.

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2. The theorist who developed a major stage theory of moral development is
3. A. Lawrence Kohlberg.
4. John Money.
5. Timothy Malone.
6. Susan Cloninger.

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3. The key concept in understanding Kohlberg’s theory of moral development is
4. externalization.
5. B.
6. individualism.
7. collectivism.

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4. The two stages of Kohlberg’s preconventional reasoning level are individualism, instrumental purpose, and exchange, and
5. A. punishment and obedience orientation.
6. social systems morality.
7. social contract morality.
8. None of these choices are correct.

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5. Chip obeys adults because they tell him to obey them. According to Kohlberg, Chip is in which stage of moral development?
6. mutual interpersonal perspective
7. B. punishment and obedience orientation
8. conventional reasoning
9. conformity orientation

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Difficulty: Moderate

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6. Kohlberg’s conventional reasoning level consists of two stages. One is called mutual interpersonal expectations, relationships, and interpersonal conformity. The other is called
7. universal ethical principles.
8. heteronomous morality.
9. C. social systems morality.
10. social contract morality.

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Difficulty: Basic

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7. Lucia argues that community members need to obey laws in order for the community to work effectively. According to Kohlberg, Lucia is in which stage of moral development?
8. A. social systems morality
9. social contract morality
10. mutual interpersonal expectations morality
11. universal ethical principles

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8. The highest level of Kohlberg’s theory of moral development is
9. conventional reasoning.
10. utilitarian reasoning.
11. C. postconventional reasoning.
12. universal reasoning.

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9. Which of the following statements regarding Kohlberg’s theory of moral development is NOT true?
10. Most adolescents reason at Stage 3.
11. Stage 5 never characterizes more than 10 percent of the individuals.
12. Stage 6 has recently been removed from the Kohlberg moral judgment scoring manual.
13. D. Most people in their mid-thirties reason at Stage 3.

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Difficulty: Moderate

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10. Which of the following factors has been found to influence movement through Kohlberg’s stages of moral development?
11. cognitive conflict
12. modeling
13. peer relationships
14. D. All of these choices are correct

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11. Lance’s parents encourage family discussions about value-laden issues such as the death penalty, abortion, and amnesty for illegal immigrants. As a result, Lance is likely to think at
12. A. more advanced levels of moral reasoning than other people his age.
13. the same level as his parents.
14. Stages 5 or 6 of Kohlberg’s stages.
15. None of these choices are correct.

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12. In recent years, there has been an increased emphasis on the role of ______ in moral development.
13. values clarification programs
14. B. parenting
15. teachers
16. peers

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13. Criticisms of Kohlberg’s theory of moral development have included all of the following, EXCEPT that Kohlberg
14. placed too much emphasis on moral thought.
15. may not have done high-quality research.
16. may have underestimated the care perspective.
17. D. placed too much emphasis on moral behavior.

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Difficulty: Moderate

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14. Which of the following statements regarding Kohlberg’s theory of moral development and culture is

TRUE?

1. Stages 5 and 6 have been found in all cultures.
2. Kohlberg’s scoring system is appropriate for all cultures.
3. C. Moral reasoning is more culture-specific than Kohlberg envisioned.
4. People around the world shift from Stage 3 to Stage 4 at approximately the same time.

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15. Carol Gilligan’s theory is based on a(n) ______ perspective toward morality.
16. equity
17. justice
18. C. care
19. individualistic

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Difficulty: Basic

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16. What differences exist between Kohlberg’s and Gilligan’s theories of moral development?
17. Gilligan postulated an ethic of justice; Kohlberg postulated an ethic of care.
18. B. Kohlberg postulated an ethic of justice; Gilligan postulated an ethic of care.
19. Gilligan postulated an ethic of equity; Kohlberg postulated an ethic of care.
20. Gilligan postulated an ethic of individualism; Kohlberg postulated an ethic of collectivism.

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17. Gilligan found that girls, ages 6-18, consistently interpreted moral dilemmas in terms of
18. A. human relationships.
19. fairness and gender equity.
20. social norms.
21. All of these choices are correct.

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18. Which of the following statements regarding gender differences in moral development between males and females is TRUE?
19. Males generate more interpersonal conflict than females.
20. B. There is no evidence to support Gilligan’s claim that Kohlberg downplayed female moral thinking.
21. Young adolescent girls use more justice-based reasoning about dating dilemmas than do boys.
22. Females rated prosocial dilemmas as less significant than did males.

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19. The Defining Issues Test (DIT) was designed by
20. A. James Rest.
21. Robert Sternberg.
22. Carol Gilligan.
23. Joel Olsteen.

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20. The Defining Issues Test (DIT) expands on Kohlberg’s series of moral dilemmas by adding
21. a list of definitions of the major issues involved.
22. rating scales for each issue involved.
23. lists for the four most important issues involved in a moral dilemma.
24. D. All of these choices are correct.

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21. Alberto has taken a test that gives him a series of moral dilemmas to evaluate. He is asked to rate the importance of each issue involved and to develop a list of the four most important issues involved in each dilemma. Alberto has taken the
22. Minnesota Multiphasic Personality Inventory (MMPI).
23. B. Defining Issues Test (DIT).
24. 16 PF Test.
25. Thematic Apperception Test (TAT).

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22. Which of the following has been used to explain how adolescents learn moral behavior and why behaviour differs from one person to another?
23. reinforcement
24. punishment
25. modeling
26. D. All of these choices are correct

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23. Riley’s parents praise her frequently for volunteering at Community Table, an organization that provides dinners for the poor and the homeless. Riley is likely to
24. A. continue to volunteer at the Community Table.
25. stop volunteering at the Community Table, but volunteer at another service-based organization.
26. continue to volunteer at the Community Table and expand her volunteer activities to other places.
27. cut back on the hours that she volunteers at the Community Table.

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24. Which of the following statements regarding moral behavior is NOT true?
25. Moral behavior is situation-dependent.
26. Adolescents are more likely to cheat when their friends pressure them to do so.
27. C. Adolescents are likely to display consistent moral behavior in diverse social settings.
28. Adolescents are more likely to cheat when the chance of being caught is slim.

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25. Which theory of moral development emphasizes a distinction between adolescent moral competence and moral performance?
26. self-efficacy theory
27. B. social cognitive theory
28. social competence theory
29. None of these choices are correct

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26. Marcy believes that self-regulation, rather than abstract reasoning, is the key to positive moral development. Which of the following theorists shared Marcy’s view?
27. George Kelly
28. Abraham Maslow
29. B. F. Skinner
30. D. Albert Bandura

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27. Denise helps organize a five-mile walk to raise money for a good cause, the Brain Injury Association. Denise’s work is an act of
28. A.
29. egocentrism.
30. proactive behavior.
31. empathy.

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28. Which of the following statements regarding prosocial behavior is NOT true?
29. Adolescents engage in more prosocial behavior than do children.
30. Adolescent females regard themselves as more prosocial than adolescent males.
31. The biggest gender difference in prosocial behavior is in kindness and considerate behavior.
32. D. Prosocial behavior occurs more in childhood than in adolescence.

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29. According to Freud, children develop the superego by
30. identifying with their opposite-sex parent.
31. B. identifying with their same-sex parent.
32. projecting their basic hostility onto their siblings.
33. internalizing their own anxiety.

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30. Which of the following statements accurately reflects the psychoanalytic account of moral development?
31. Inwardly directed hostility is experienced as depression.
32. Children are openly hostile to their parents until age 4 or 5.
33. Adolescents avoid committing transgressions for fear of punishment.
34. D. Children and adolescents conform to societal standards to avoid guilt.

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31. According to Freud, when the moral standards of the _____ are violated, the individual feels _____.
32. id; anger
33. ego; shame
34. C. conscience; guilt
35. ego ideal; doubt

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32. Which of the following is NOT one of Erikson’s three stages of moral development?
33. specific moral learning in childhood
34. ideological concerns in adolescence
35. ethical consolidation in adulthood
36. D. identity development in emerging adulthood

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33. Alex, age 12, always helps his elderly grandmother by carrying her plate to the table and making sure that she always has her cane ready before she gets up. Alex says he feels sad that his Nana is getting weaker and not able to do as much for herself. Alex is showing
34. sympathy.
35. B.
36. pity.
37. neurotic anxiety.

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34. Which one of the following is more likely show empathy?
35. a 15-year-old boy
36. a 7-year-old boy
37. C. a 15-year-old girl
38. All are equally likely to show empathy.

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35. Contemporary moral development theorists emphasize that
36. both positive feelings and negative feelings contribute to moral development in adolescence.
37. both positive and negative emotions provide the foundation for the acquisition of moral values.
38. moral emotions are not enough to build adolescents’ moral awareness.
39. D. All of these choices are correct.

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36. Recently there has been an interest in the fourth dimension of moral development, which is
37. A. moral personality.
38. moral emotions.
39. moral values.
40. moral beliefs.

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37. Which of the following is NOT one of the three aspects of the moral personality?
38. moral identity
39. moral character
40. C. moral integrity
41. moral exemplar

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38. Gretchen’s moral notions and commitments are central to her life. A developmentalist would say that Gretchen has developed a:
39. moral character.
40. B. moral identity.
41. moral integrity.
42. moral exemplar.

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39. Recent research has found that having a weak moral identity is related all but which of the following?
40. moral self-reflection
41. depression and anxiety
42. sexual risk taking
43. drug use

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40. Which of the following is part of James Rest’s view of moral character?
41. having the strength of your convictions
42. persisting
43. overcoming obstacles
44. D. All of these choices are correct

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41. Moral character presupposes that the person has
42. A. set moral goals and is committed to act in accord with these goals.
43. formally learned the morals of society.
44. had moral guides or mentors.
45. All of these choices are correct.

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42. People who have lived exemplary lives are known as:
43. A. moral exemplars.
44. moral characters.
45. moral elitists.
46. moral dignitaries.

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43. Which of the following is NOT one of the types of moral exemplars?
44. brave
45. just
46. caring
47. D. honest

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44. Researchers consider the core of all three types of moral exemplars to include the traits of honesty and
45. agreeableness.
46. conscientiousness.
47. emotional stability.
48. D.

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45. Jodie is trying to decide how she feels about cheating and those who cheat. This internal struggle is consistent with which theory of moral development?
46. A. social domain theory
47. social cognitive theory.
48. Kohlberg’s stages of moral development
49. Freud’s psychoanalytic theory

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46. Margaret’s parents refuse to talk to her if she displeases them in any way. They tell her younger brother that Margaret is a big disappointment to them if she gets any grade below a B. Margaret’s parents are using which of the following discipline techniques?
47. A. power assertion
48. induction
49. deduction
50. love withdrawal

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47. What is the primary way in which parents influence the moral development of teens?
48. A. Providing opportunities for their children to question their own moral beliefs.
49. Providing explanations of their own moral beliefs.
50. Imposing rules and regulations without explanations.
51. Interaction with teens in situations in which moral reasoning is required.

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48. Freud believed in encouraging moral development in children by instilling
49. confidence.
50. B. fear of losing parental love.
51. collaboration.
52. control.

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49. Parents who attempt to gain control over their adolescent or his or her resources are using a discipline technique known as
50. authoritative.
51. induction.
52. C. power assertion.
53. love withdrawal.

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50. Chelsea’s father takes away her cell phone and her iPod whenever she does something that he views as “disrespectful.” Chelsea’s father is using which of the following discipline techniques?
51. authoritative
52. B. power assertion
53. love withdrawal
54. induction

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51. The discipline technique in which a parent uses reason and explanation of the consequences for others of the adolescent’s actions is known as
52. deduction.
53. rationality.
54. C.
55. None of these choices are correct.

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52. Which of the following statements regarding the effects of parental discipline on an adolescent is NOT true?
53. Any discipline produces arousal on the part of the adolescent.
54. B. Power assertion evokes a high level of anxiety.
55. Love withdrawal evokes considerable anxiety.
56. Both B and C

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53. Which of the following statements regarding the use of the induction technique of discipline is TRUE?
54. A. Induction works better with older children and adolescents than with preschool children.
55. Induction focuses on the adolescent’s shortcomings.
56. Induction works just as well as love withdrawal for adolescents.
57. Induction works better on children from low SES families than with children from middle SES families.

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54. Research has found that moral children have parents who do all EXCEPT
55. A. foster an external sense of morality.
56. involve children in family decision-making.
57. model moral behaviors.
58. use inductive discipline.

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55. Sandy and Will are the parents of two sons, William, age 15, and Thomas, age 14. The boys have to call one of their parents as soon as they get home from school, and they are not allowed to do anything but homework or reading until their parents get home. They are only allowed to socialize with teens whose parents are friends of Sandy and Will. They can attend school dances only when Sandy or Will chaperone. Sandy and Will are using which type of parenting strategy?
56. A. cocooning
57. pre-arming
58. pampering
59. protecting

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56. Katie’s parents know that their daughter will inevitably be confronted by peers who want to offer her alcohol or drugs. They spend time talking with her about how to resist these harmful situations, and they even role-play with her to increase her skills. Katie’s parents are engaging in which type of parenting strategy?
57. cocooning
58. B. pre-arming
59. pampering
60. protecting

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57. Justin’s school has rules about behaviors, and teachers clearly transmit the attitude that students should be respectful and considerate of others. According to John Dewey, the rules and moral atmosphere of Justin’s school make up its
58. values curriculum.
59. belief system.
60. overt curriculum.
61. D. hidden curriculum.

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Difficulty: Moderate

Learning Goal: 2

58. Currently 40 out of 50 states provide mandates to schools requiring them to provide some sort of
59. values-clarification.
60. service learning.
61. C. character education.
62. cognitive moral education.

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59. Isabel learns in school that some behaviors, such as lying and cheating, are wrong and do harm to others. Isabel’s school has adopted which approach to teaching basic moral literacy?
60. values clarification
61. B. character education
62. cognitive moral education
63. explicit moral code

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60. A relatively new approach to character education that helps students to develop moral concepts emphasizes
61. A. a care perspective.
62. an equity perspective.
63. a justice perspective.
64. None of these choices are correct.

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61. Maria participates in a moral education program where students are encouraged to define their own values and understand the values of others. This program is using which approach to moral development?
62. cognitive moral education
63. service learning
64. values sharing
65. D. values clarification

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62. Kendra’s class on moral education consists of small-group discussions on a number of moral issues. Kendra’s school has adopted a _____ approach to moral education.
63. values clarification
64. B. cognitive moral education
65. moral character
66. moral literacy

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63. In a cognitive moral education program, teachers act as
64. directors.
65. instructors.
66. coaches.
67. D.

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64. Mr. Hale has his tenth-grade honors English class tutor younger children in reading and writing. Mr. Hale’s students are engaged in
65. volunteerism.
66. co-operative learning.
67. C. service learning.
68. moral induction.

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65. Which of the following statements regarding service learning is NOT true?
66. A. Boys participate more in service learning than girls.
67. Service learning takes learning out into the community.
68. Service learning is often more effective when the students have a choice of activities.
69. Service learning benefits adolescents in a number of different ways.

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66. Austin volunteers to help senior citizens learn basic computer skills. If Austin is like many students who participate in service learning, Austin will
67. A. have high grades in school.
68. have excellent computer skills.
69. have elderly grandparents who inspire him to give back to the community.
70. probably not volunteer when he gets older.

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67. Recent research on the benefits for volunteers and those who receive volunteer services suggest that
68. recipients benefit when adolescents are mandated to participate in service learning; adolescents are negatively affected.
69. required service learning results in hostility and is not good for either the volunteer or the recipient.
70. C. more adolescents should be required to participate in service learning programs.
71. service learning programs should be introduced in middle school.

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68. Which of the following students would be considered a cheater?
69. Brooke, who falsifies her lab reports
70. Bobbi, who adds six unearned hours to her monthly record of service learning
71. Ariel, who buys a research paper from a friend
72. D. All of these choices are correct

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69. Ms. Sacco’s U.S. history students perceive her to be incompetent. They also think that she is unfair and that she does not care about her students. According to recent research, Ms. Sacco’s students are likely to
70. hate U.S. history.
71. complain to the principal about her class.
72. C. cheat in her class.
73. be rude and disrespectful to her.

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70. Mr. Gates, who teaches World Geography, frequently gives out a test and then leaves the room to pick up his mail in the office or to get coffee. What does research predict Mr. Gates’ students are likely to do while he is out of the room?
71. A. cheat on his tests
72. not cheat on his tests, because he clearly trusts them
73. have increased anxiety about his tests because he is not in the room
74. report his behavior to their parents

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71. Professor Dawson clearly spells out, both verbally and on his syllabus, what constitutes cheating in his class. His colleague, Professor Curtis, assumes that students know what behaviors are cheating and doesn’t mention her policies. According to research, what is likely to happen in these two professors’ classes?
72. Students in Professor Curtis’ class will be less likely to cheat than students in Professor Dawson’s class.
73. B. Students in Professor Dawson’s class will be less likely to cheat than students in Professor Curtis’ class.
74. Students in both classes will cheat approximately 50 percent of the time.
75. Whether or not students cheat depends on the subject material.

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72. An integrative approach to moral education encompasses the _____ and ______.
73. reflective moral thinking of Kohlberg; values clarification approach
74. cognitive moral education approach; service learning
75. C. reflective moral thinking of Kohlberg; character education
76. care perspective of Gilligan; values clarification

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Difficulty: Difficult

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73. The Child Development Project is an example of
74. a moral exemplar program.
75. a values-clarification program.
76. a service-learning program.
77. D. an integrated approach to moral education.

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74. A program in which adults coach students in ethical decision making, and students have a caring experience in the classroom and community is called the
75. Child-Centered Learning Project.
76. B. Child Development Project.
77. Innocence Project.
78. No Child Left Behind Initiative.

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75. The goal of the integrative ethical education program is to
76. help students to define and clarify their moral values.
77. have students practice their ethical skills in the community.
78. C. turn moral novices into moral exemplars.
79. have students identify clear moral and immoral behaviors.

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76. According to the proponents of integrative ethical education, moral experts possess all of the following skills EXCEPT
77. A. ethical mandates.
78. ethical sensitivity.
79. ethical judgment.
80. ethical actions.

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77. Our beliefs and attitudes about the way things should be are our
78. A.
79. ethics.
80. morals.
81. stereotypes.

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Difficulty: Basic

Learning Goal: 3

78. Jordan says that he wants to make as much money as he can after college so that he can retire at age 45. He plans to “save every dime” that is not needed for his basic living expenses. David says that he wants to earn a decent salary but that he is more interested in using some of his earnings to travel and meet interesting people. Jordan and David have different
79. ideas about how to spend their time.
80. goals for their lives.
81. C. values about money.
82. None of these choices are correct.

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79. Which of the following statements about the values of today’s college students is NOT true?
80. A. Today’s college students are less interested than earlier students in personal well-being.
81. Today’s college students are less interested than earlier students in the well-being of others.
82. College students today are strongly motivated to be well-off financially.
83. Today’s college students are less motivated than earlier students to develop a meaningful philosophy of life.

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80. Recent research has shown that more college freshmen today than in 1990 are interested in
81. immigration.
82. the homeless.
83. the working poor.
84. D. volunteer or community-service programs.

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Difficulty: Moderate

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81. Which of the following is a recent trend in religion among adolescents and emerging adults?
82. There is a downward trend in religious interest among college students.
83. Religious issues are important to many adolescents and emerging adults.
84. More than twice as many first-year students as in 1978 reported no religious preference.
85. D. All of these are recent trends.

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Difficulty: Moderate

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82. Religiousness is associated with all of the following EXCEPT
83. A. attendance at religious services.
84. frequency of prayer.
85. overall importance of religion in everyday life.
86. frequency of discussing religious teachings.

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83. Which of the following statements regarding religiousness around the world is TRUE?
84. Attending religious services is highest at age 12.
85. Emerging adults in developing nations were more likely than their counterparts in developed nations to be religious.
86. Belief in God is high among adolescents and emerging adults in Japan.
87. D. Attending religious services declines from ages 14-18 and then rises again at age 20.

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84. Researchers have found that having a religious affiliation is linked to
85. lower rates of delinquency.
86. lower rates of drug use.
87. lower rates of depression.
88. D. All of these choices are correct.

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85. Brandi has begun to question how God can let so many people die in natural disasters, and she struggles to reconcile how an all-powerful God and an all-merciful God can exist in the same being. Brandi is most likely in which developmental period?
86. A. adolescence
87. emerging adulthood
88. young adulthood
89. late childhood

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86. Aaron thinks about what kind of life he wants to live. He wonders if there really is a God, and whether he truly believes or is going along with the beliefs of his parents. Aaron is most likely in which developmental period?
87. adolescence
88. B. emerging adulthood
89. young adulthood
90. late childhood

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87. The type of moral reasoning that focuses on social consensus is
88. empathy reasoning.
89. behavioral reasoning.
90. prosocial reasoning.
91. D. social conventional reasoning.

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88. Alyssa, age 17, was brought up in the Baptist church but recently she has begun to go to the Buddhist temple in the next town. She tells her parents that she is “all done with the Baptists.” According to research, Alyssa probably
89. is testing her parents.
90. is going through a phase, and will return to the Baptist church within a year.
91. C. has conflict with her parents.
92. None of these choices are correct.

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89. Joel shuts his cell phone off upon entering a church to attend a funeral service. Joel’s action is an example of
90. A. a conventional rule.
91. a moral rule.
92. an ethical rule.
93. None of these choices are correct.

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90. Which of the following statements regarding religion and parenting is NOT true?
91. Adolescents who have a positive relationship with their parents are likely to adopt their parents’ religious affiliation.
92. Children and adolescents tend to adopt the religious teachings of their parents.
93. Mothers are more influential than fathers in religious development of their children.
94. D. Adolescents who have a positive relationship with their parents are more likely to seek a religion that is different from their parents’ religion.

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91. Moral rules are _____, while conventional rules are _____.
92. personal; impersonal
93. to promote organization; to ensure justice
94. optional; obligatory
95. D. obligatory; optional

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Difficulty: Difficult

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92. Which of the following statements about religion and sexual activity is TRUE?
93. A. Most churches discourage premarital sex.
94. All churches forbid premarital sex.
95. Most religions do not talk about sexual matters in their services.
96. Adolescents who attend religious services are more likely than those who do not to engage in sex as a way of rebellion.

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93. Which of the following is considered a personal, rather than moral or conventional, issue?
94. choice of friends
95. choice of activities
96. privacy
97. D. All of these choices are correct

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94. Mackenzie, a 20-year-old college student, attends church weekly and makes prayer a part of her daily activities. According to research, Mackenzie is likely to have
95. fewer sexual encounters than her less religious counterparts.
96. a fear of contracting HIV from unprotected sexual intercourse.
97. a fear of an unplanned pregnancy from unprotected sexual intercourse.
98. D. All of these choices are correct.

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95. Define and list the three components of moral development.

 

Moral development involves thoughts, behaviors, and feelings regarding standards of right and wrong. Moral development has an intrapersonal dimension (a person’s basic values and a sense of self) and an interpersonal dimension (a focus on what people should do in their interactions with other people). The intrapersonal dimension regulates a person’s activities when he or she is not engaged in social interaction. The interpersonal dimension regulates people’s social interactions and arbitrates conflict.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

96. Name and describe Kohlberg’s first level of moral reasoning and its two stages.

 

Kohlberg’s first level of moral reasoning is known as preconventional reasoning. At this level, the individual shows no internalization of moral values. Instead, moral reasoning is controlled by external rewards and punishments. The two stages of the preconventional level are 1) punishment and obedience orientation, and 2) individualism, instrumental purpose, and exchange. In the first stage, moral thinking is tied to punishment. In the second stage, individuals pursue their own interests but let others do the same. Thus, what is right involves an equal exchange.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

97. Name and describe Kohlberg’s second level of moral reasoning and its two stages.

 

Conventional reasoning is the second, or intermediate, level in Kohlberg’s theory of moral development. At this level, internalization is immediate. Individuals abide by certain standards (internal), but they are the standards of others (external), such as parents or the laws of society. The conventional reasoning level has two stages: 1) mutual interpersonal expectations, relationships, and interpersonal conformity; and 2) social systems morality. In the first stage, mutual interpersonal expectations, relationships, and interpersonal conformity, individuals value trust, caring, and loyalty to others as a basis of moral judgment. In the second stage, social systems morality, moral judgments are based on understanding the social order, law, justice, and duty.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

98. Name and describe Kohlberg’s third level of moral reasoning and its two stages.

 

Postconventional reasoning is the third and highest level in Kohlberg’s theory of moral development. At this level, morality is completely internalized and is not based on others’ standards. The individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code. The postconventional level consists of two stages: 1) social contract or utility and individual rights and 2) universal ethical principles. Social contract or utility and individual rights is Kohlberg’s fifth stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law. A person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and protect fundamental human rights and values. Universal ethical principles is the sixth and highest stage of Kohlberg’s theory of moral development. At this stage, the person has developed a moral standard based on universal human rights. When faced with a conflict between law and conscience, the person will follow conscience, even though the decision might involve personal risk.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

99. Describe James Rest’s Defining Issues Test and explain why this test was developed.

 

Some developmentalists fault the quality of Kohlberg’s research and stress that more attention should be paid to the way moral development is assessed. James Rest argued that, rather than relying on a single method that requires individuals to reason about hypothetical moral dilemmas, alternative methods should be used to collect information about moral thinking. The Defining Issues Test (DIT) attempts to determine which moral issues individuals feel are most critical in a given situation, by presenting them with a series of dilemmas and a list of definitions of the major issues involved. Subjects are given five stories and asked to rate the importance of each issue in deciding what ought to be done. Then they are asked to list what they believe are the four most important issues. Rest argued that this method provides a way to assess moral thinking that is more valid and reliable way than Kohlberg’s method.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 1

100. Compare and contrast Gilligan’s theory of moral development with Kohlberg’s theory of moral development.

 

Gilligan argues that Kohlberg’s theory of moral development does not adequately reflect relationships and concern for others. Kohlberg’s theory is a justice perspective, a moral perspective that focuses on the rights of the individual. In this perspective, individuals stand alone and make independent moral decisions. By contrast, Gilligan’s perspective is a care perspective, which views people in terms of their connectedness with others. This perspective emphasizes interpersonal communication, relationships with others, and concern for others. Gilligan believed that Kohlberg greatly underplayed the care perspective in moral development. In addition, Kohlberg did most of his research with males, rather than females. In contrast, Gilligan studied females, primarily girls, 6 to 18 years of age.

 

Bloom’s Taxonomy: Analyze

Difficulty: Moderate

Learning Goal: 1

101. What are the basic processes that behaviorists argue are responsible for forming moral behavior in adolescents? How effective are these processes?

 

The familiar processes of reinforcement, punishment, and imitation have been invoked to explain how and why adolescents learn certain moral behaviors and why different people’s behaviors differ. These processes are effective in shaping moral behavior. When adolescents are positively reinforced for behavior that is consistent with laws and social conventions, they are most likely to repeat the behavior. Conversely, when adolescents are punished for immoral and unacceptable behaviors, those behaviors can be eliminated.

However, there are emotional side effects to the use of punishment. Although these methods are effective, the effectiveness of reinforcement and punishment depends on how consistently they are administered and the schedule that is adopted. The effectiveness of a model depends on the characteristics of the model and the presence of cognitive processes, such as symbolic codes and imagery, to enhance retention of the modelled behavior.

 

Bloom’s Taxonomy: Evaluation

Difficulty: Difficult

Learning Goal: 1

102. Explain the social cognitive theory of moral development, and distinguish between moral competence and moral performance.

 

The social cognitive theory of moral development emphasizes a distinction between adolescents’ moral competence, their ability to produce moral behaviors, and moral performance, which is the enactment of those behaviors in specific situations. Competence is the outgrowth of cognitive-sensory processes.

Competencies include what adolescents are capable of doing, what they know, their skills, their awareness of moral rules and regulations, and their cognitive ability to construct behaviors. In contrast, adolescents’ moral performance or behavior is determined by their motivation and by rewards and incentives to act in a moral way.

 

Bloom’s Taxonomy: Analyze

Difficulty: Moderate

Learning Goal: 1

103. Define prosocial behaviors, and discuss the gender differences in prosocial behavior found by recent research.

 

Prosocial behaviors are behaviors that help another person without expectation of any reward or gain on the part of the helper. Adolescent females view themselves as more prosocial and empathetic than males, and they also engage in more prosocial behavior than males. A review of research found that across childhood and adolescence, females engaged in more prosocial behavior than did males. The biggest gender differences occurred for kind and considerate behavior and the smallest difference for sharing.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 1

104. Describe Freud’s psychoanalytical view of moral development.

 

In Freud’s classical psychoanalytic theory, an individual’s superego, the moral branch of the personality, develops in early childhood. To reduce anxiety, avoid punishment, and maintain parental affection, children form a superego by identifying with their same-sex parent. Through this identification, children internalize their parents’ standards of right and wrong, which in turn, reflect the norms of society. At the same time, children turn inward the hostility that was previously aimed at the same-sex parent. This inwardly directed hostility is then unconsciously experienced as guilt. In the psychoanalytic view of moral development, self-punitive guilt keeps children and adolescents from committing transgressions. The superego consists of two main components: the ego ideal and the conscience. The ego ideal is the component of the superego that involves behaviors approved by parents. The conscience is the component of the superego that involves behaviors not approved by parents. An individual’s ego ideal rewards the individual by conveying a sense of pride and personal value when the individual acts according to moral standards. The conscience punishes the person for acting immorally by making the individual feel guilty and worthless.

 

Bloom’s Taxonomy: Understand

Difficulty: Difficult

Learning Goal: 1

105. List Erikson’s three stages of moral development. Explain the stage related to adolescence.

 

Erikson outlined three stages of moral development: specific moral learning in childhood, ideological concerns in adolescence, and ethical consideration in adulthood. According to Erikson, individuals search for an identity during adolescence. If adolescents become disillusioned with the moral and religious beliefs that they acquired during childhood, they are likely to lose, at least temporarily, their sense of purpose and to feel that their lives are empty. This loss may lead adolescents to search for an ideology that will give some purpose to their lives.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 1

106. What is the contemporary perspective of moral development in adolescents?

 

Today, many developmentalists believe that both positive feelings, such as empathy, sympathy, admiration, and self-esteem, as well as negative feelings, such as anger, outrage, shame, and guilt, contribute to adolescents’ moral development. When strongly experienced, these emotions influence adolescents to act in accord with standards of right and wrong. Such emotions as empathy, shame, guilt, and anxiety over other people’s violation of standards are present early in development, but they undergo developmental change in childhood and adolescence.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

107. Explain what is meant by the fourth dimension of moral development, and describe the components of this fourth dimension.

 

The fourth dimension of moral development is moral personality. Recently there has been a surge of interest in moral personality. Three aspects of a moral personality have recently been emphasized: moral identity, moral character, and moral exemplars. Individuals have moral identity when moral notions and commitments are central to their lives. In this view, behaving in a manner that violates this moral commitment places the integrity of one’s self at risk. Moral character involves having the strength of your convictions, persisting, and overcoming obstacles and distractions. Moral character presupposes that the person has set moral goals and that achieving those goals involves the commitment to act in accord with those goals. Moral exemplars are people who have lived exemplary lives. They have a moral personality, identity, character, and a set of

virtues that reflect moral excellence and commitment.

 

Bloom’s Taxonomy: Understand

Difficulty: Difficult

Learning Goal: 1

108. Describe the three parental discipline techniques that developmentalists have shown to be associated with moral development.

 

The three parental discipline techniques that have been associated with moral development are love withdrawal, power assertion, and induction.

Love withdrawal is a technique in which a parent withholds attention or love from the adolescent. This induces fear of punishment and fear of losing the parents’ love as a way of attempting to produce moral behavior. However, this type of discipline has been shown to produce a high level of arousal and anxiety in adolescents.

Power assertion is a discipline technique in which the parent attempts to gain control over the adolescent or the adolescent’s resources. This can generate hostility in the adolescent, along with a high degree of emotional arousal.

Induction is the discipline technique in which a parent uses reason and explanation of the consequences for others for the adolescent’s actions. Induction is more likely to produce a moderate level of arousal in adolescents, a level that permits them to attend to the cognitive rationales that the parents offer. According to research, induction is more positively related to moral development than love withdrawal or power assertion.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 2

109.

List at least five characteristics of parents that your text identifies as being helpful in producing moral children.

 

Parents who tend to produce moral children are warm and supportive rather than punitive. They use inductive discipline and provide opportunities for children to learn about the perspectives and feelings of others. They afford their children opportunities to participate in family decisions and to think about moral decisions. Parents should model moral thinking and moral behavior themselves. Giving children clear behavioural expectations and fostering an internal sense of morality helps them to develop in a moral way.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 2

110. Compare and contrast the three main ways in which schools teach moral development.

 

Three main ways schools use to teach moral development are character education, values clarification, and cognitive moral education. All three approaches have different objectives, methods of teaching, and roles for the teacher.

Character education is a direct education approach that involves teaching students a basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves and others. The argument is that some behaviors are clearly morally wrong and that students need to be taught this throughout their education. Character education is taught through class discussions, role playing, and rewarding students for proper behavior. It is also demonstrated for students through the moral code of the school.

Values clarification involves helping students to clarify what their lives are for and what is worth working for. Unlike character education, which tells students what their values should be, values clarification encourages students to define their own values and to understand the values of others.

Cognitive moral education is based on the belief that students should learn to value such things as democracy and justice as their moral reasoning develops. With this approach, students meet for a course in which the teacher acts as the facilitator rather than as a director, the role assumed in character-education approach. The hope is that students will develop more advanced notions of such concepts as cooperation, trust, responsibility, and community.

 

Bloom’s Taxonomy: Analyze

Difficulty: Difficult

Learning Goal: 2

111. Define and describe what is meant by “service learning.” Explain the goals and benefits of service learning.

 

Service learning is a form of education that promotes social responsibility and service to the community. In service learning, adolescents engage in a number of activities that benefit others. An important goal of service learning is that adolescents become less self-centered and more strongly motivated to help others. Service learning is more effective when students have some degree of choice in the service activities in which they participate and when there are opportunities to reflect about their participation. Service learning has been linked to a number of benefits for adolescents who participate, including higher grades in school, increased goal-setting, higher self-esteem, an improved sense of being able to make a difference for others, and an increased likelihood that they will serve as volunteers in the future. For some students, the opportunity to work in the community as part of a school program led to lower dropout rates.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 2

112. Describe situations in which students are likely to cheat, and explain some of the strategies that can be implemented to decrease cheating behavior.

 

Several studies have shown that it is the power of the situation that determines whether or not students will cheat. Students are more likely to cheat when they are not being closely monitored during a test, when they know that their peers are cheating, if they know whether or not another student has been caught cheating, and when student scores are made public. Strategies for decreasing academic cheating include making students aware of what constitutes cheating and what the consequences will be if they cheat, closely monitoring students’ behavior while they are taking tests, and teaching the importance of being a moral, responsible individual who engages in academic integrity.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 2

113. Describe current trends in the values of college students. Be sure to compare the values of adolescents living in the United States to those of adolescents living in other parts of the world.

 

There are some signs that U.S. college students are shifting toward a stronger interest in the welfare of society. Interest in developing a meaningful philosophy of life increased. More college students said that the chances were very good that they would participate in volunteer or community-service programs. Research on values of adolescents in seven different countries revealed that family values of compassion and social responsibility were linked to adolescent participation in community service, commitment to serving their country, and empathy for disenfranchised groups.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

114. Describe social conventional reasoning and conventional rules.

 

Social conventional reasoning focuses on thoughts about social consensus and convention. In contrast, moral reasoning emphasizes ethical issues. Conventional rules are created to control behavioral irregularities and maintain the social system. Conventional rules are arbitrary and subject to individual judgment.

 

Bloom’s Taxonomy: Remember

Difficulty: Moderate

Learning Goal: 1

115. Describe trends in religious interests in adolescents and emerging adults.

 

Although religious issues are important to many adolescents and emerging adults, in the twenty-first century there has been a downward trend in religious interest among college students. In 2007, more than twice as many first-year students than in 1978 reported that they have no religious preference. A recent developmental study revealed that religiousness declined from 14 to 20 years of age in the United States. More changes occurred in attending religious services than in religiousness. The World Values Survey of 18- to 24-year-olds revealed that emerging adults in less developed countries were more likely than their counterparts in more developed countries to be religious.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

116. Describe at least four positive outcomes of religion for adolescents.

 

Researchers have found that various aspects of religion are linked with positive outcomes for adolescents. Adolescents who viewed religion as a meaningful part of their life and a way to cope with problems were half as likely as adolescents who did not view religion as important to use drugs. Going to church has been linked to better grades for students from low-income backgrounds. Indonesian Muslims revealed that their religiousness was linked to social competence, positive peer relationships, academic achievement, emotional regulation, prosocial behavior, and self-esteem. Religious affiliation has been linked to lower rates of delinquency, drug use, and depression. Religious youth are more apt to engage in community service than nonreligious youth.

 

Bloom’s Taxonomy: Understand

Difficulty: Moderate

Learning Goal: 3

Category # of Questions

Accessibility: Keyboard Navigation        94

APA: 1.1 Describe key concepts, principles, and overarching themes in psychology            6

APA: 1.2 Develop a working knowledge of psychology’s content domains           53

APA: 1.3 Describe applications of psychology        30

APA: 2.4 Interpret, design, and conduct basic psychological research 4

APA: 3.3 Adopt values that build community at local, national, and global levels               1

Bloom’s Taxonomy: Analyze 19

Bloom’s Taxonomy: Apply      29

Bloom’s Taxonomy: Evaluation              1

Bloom’s Taxonomy: Remember             51

Bloom’s Taxonomy: Understand            16

Difficulty: Basic       17

Difficulty: Difficult 9

Difficulty: Moderate               90

Learning Goal: 1     63

Learning Goal: 2     36

Learning Goal: 3     17

 

 

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