Exam 2

A  The psychological factors of violence derive from dysfunctional or pathological socialization of the deviants in his/her childhood or early adolescents.

B  None of the other three

C  The biological factors of violence are usually attributed to neurological vulnerability of the individual deviant.

D  The sociocultural factors of violence are deeply rooted in the rapidly changing American social structure and cultural values in the post-modern era.

A  Japanese seem to be more disciplined and orderly yet less free and creative than Americans.

B  American culture ensures a high degree of freedom and creativity

C  American society is highly vulnerable to deviance and alienation

D  Japanese culture is individual centered

A  It features computer, the internet, and social media

B  It has not reconstructed a new cultural ethos

C  It has yet to replace the old cultural ethos

D  It constantly challenges traditional norms

A  Anomie remains to be the most significant structural and cultural source of deviance

B  Anomie is more prevalent among postmodern societies, particularly among those with a high degree of individualism and a rapid rate of social change.

C  Postmodern generation has become increasingly sensitized to the culture of anomie (social fragmentation and existential alienation)

D  Anomie is becoming normalized in post moderns society

A  Deviance is unthinkable without norms

B  Multi-dimensional concept of normalcy involves statistical, biological, psychological, sociocultural normalcy

C  Deviations from norms in a given society are considered as abnormal and subject to negative sanctions.

D  What is normal or abnormal is culturally irrelative

A  It maintains the most restrictive gun laws in the world

B  It produces the highest homicide rate among the leading postmodern societies

C  It has the highest divorce rate in the world

D  It has the most open immigratin policies

A  Deviance is abnormal behavior or norm-violating behavior that transgresses the tolerance limits of a community

B  Deviance is always manufactured by society, particularly by a powerful group of people

C  Deviance takes place as part of a labeling process by a social audience.

A  Needs for belonging and acceptance, rationalization of deviations, and successful defenses

B  primary deviance (violation of norms)

C  Stigma attaching labeling and social rejection/isolation

D  entrance to deviant subculture (secondary deviance)

A  Borderline, Histrionic, Narcissistic

B  Paranoid, Schizoid, Schizotypal, Antisocial

C  All of the other three

D  Avoidant, Dependent, and Obsessive-Compulsive

A  Is neither pervasive nor inflexible.

B  Is an enduring pattern of inner experience and behavior that deviates markedly from the expectations of the individual’s culture.

C  Does not necessarily lead to distress and impairment

D  has an onset in adulthood or senior stage.

A  Universal ethical principla orientation stage

B  Punishment-obedience orientation stage

C  Identity claim and role play stage

D  Social order, fixed rules and authority stage

A  American adolescents are more subjected to peer stress than their counterparts in other countries.

B  Peer relations have the most impact in all outcome behavio measures of adolescents

C  Peer relations are uncorrelated to high school dropout nor teenage suicide.

D  Peer relations tend to produce pressure to conform to peer norms and expectations.

A  Regression into infantile behavior and child-like dependency.

B  Rejection of the aggressor’s values and hostility toward the perpetrator.

C  The initial shock and feelings of disbelief, and other helplessness and worthlessness.

D  The period of denial, apathy and depression.

A  Intelligence declines with age.

B  Intelligence increases with age in some dimensions while declining in others.

C  Intelligence declines with age in some dimensions but in other dimensions.

D  Intelligence does not decline with age

A  The positive and negative components of each stage are mutually exclusive

B  the various life stages are not equal in length, depending on cultural and individual differences.

C  Each life stage is characterized by a crisis or dilemma

D  All of the other three

A  Accordig to Dimsdale, effective coping strategies are functionally interlinked in order of relative importance, forming a hierarchy of functional coping strategies for mitigating the impact of stress under extreme conditions.

B  The consistency theory asserts that personality changes consistently and persistently throughout adulthood.

C  The phenomenon of adolescence is a by-product of industrialization and concomitant of sociocultural changes in the modern world.

D  Schaefer’s hypothetical model for maternal behavior consists of two bipolar dimensions of mother’s attitudes and disciplinary behavior: love versus hostility and control versus autonomy.

A  Life-course views focus on age-graded norms, generation effects, role transitions, and historical context on personality development

B  Life-stage theories generally contend that personality develops through a certain pattern of sequential age-linked stages that are more or less universal.

C  None of the other three.

D  The life-span approach emphasizes the interaction of individual and social characteristics throughout the life span.

A  Counter, delinquent, and mainstream values and norms.

B  All of the other three

C  In-group ingo or argot and unique styles of fads

D  Charismatic leadership and her worship

A  Hospitals

B  Prisons

C  POW camps

D  Slavery

A  Post-trauma onset of symptoms

B  Numbing of responsiveness

C  Activation of defense.

D  Re-expereince of the trauma

A  A vertical social structure and a traditon of filial piety can counteract the impact of modernization on the care of the elderly in a given society.

B  An increasing number of older people prefer to live separately from their adult children

C  More and more people realize that successful aging means to stay healthy, economically secure, and socially active.

D  The higher th degree of modernizatio, the lower the degree of social status and integration of the elderly in a given society.

A  Social acceptance of divorce in America

B  Poverty and violence in inner American cities

C  Liberalization of divorce law

D  American wives’ extensive participation in the workforce

A  Social activities

B  School

C  Family

D  Peers

A  Cultural-sociological

B  Change-dialectical

C  Inner-biological

D  Outer-physical

A  A sense of collective identity

B  The primary group need satisfaction

C  A collective protection from adult controls.

D  A collective superiority over childhood

A  Engagement Theory.

B  Activity theory

C  Disengagement theory

D  Role change theory

A  continued engagement in role activities by old people.

B  A decline in mental functions among the elderly.

C  A resurgence in creativity in the later years of life.

D  Withdrawal from active roles and social interactions in old age.

A  From the stage of intuitive intelligence to the stage of practical intelligence

B  From the reflex or hereditary stage to the state of the first motor habits.

C  From the stage of the first differential emotions to the stage of the first external affective fixations

D  From the stage of concrete intellectual operations to the stage of abstract operations.

A  Father absence in the first two years of infancy is critical and may lead to feminine orientation in boys.

B  Father-absent girls are more aggressive and exposed to sexual experiences at an earlier age than father-present girls

C  Father absence is associated with a decrease in verbal abilities and writing skills in children

D  Father absence caused by divorce have more severe consequences than that caused by death

A  The armored-defended

B  The integrated

C  The unintegrated

D  The passive-dependent

A  Quantitative and qualitative changes

B  Direction of change from simple to complex

C  Inconsistency and non-cumulative influence

D  Critical age and experience

A  Experience a transformation in marital life

B  Experience a transition in his or her occupational role

C  Shift from one life structure to another

D  Make certain key choices and pursue his or her goals within a formed structure.

A  Invariant order of developmental changes

B  Staged changes throughout the lifespan

C  Maturational determinism

D  Over-generalization from Western experiences

A  Health and safety hazars, the threat of unemployment, and job insecurity

B  Heavy workloads, tight deadlines, and underutilization of abilities

C  high levels of role ambiguity or conflict and lack of participation in decision making

D  Psychological withdrawal, time-out activities, and hiding behind policy rules

A  The transcendent-generative path

B  The pseudo-developed man path.

C  The punitive-disenchanted path

D  The midlife crisis path

A  Different rates of socialization

B  Physiological and psychological differences

C  Adolescents’ stressful life events

D  Rapid social cultural changes

A  Natural disasters such as earthquakes and epidemics.

B  Both natural and man-made disasters

C  Neither natural nor man-made disasters

D  Man-made disasters such as total institutions and hostage cries

A  Age and gender discriminations

B  Age and ethnic discriminations

C  Age and racial discriminations

D  All of the three

A  Some deprivation effects are reversible, depending on timing, duration and intensity of deprivation

B  Individual differences in response to deprivation need to be emphasized as many children are not affected by mother deprivation

C  Personality disorder of mother-absent children are linked with broken homes not because of the mother absence per se but rather because of the discord and disharmony which led to the break

D  “Maternal deprivation” is too heterogenous and the effects are too varied for any meaningful analysis

A  Peers

B  Parents

C  Teachers

D  Adolescents

A  Normalized anomie and violence

B  Institutionalied oppression

C  All of the other three

D  Rationalized terrorism

A  Role withdrawal

B  Role substitution

C  Role attrition

D  Role continuity

A  Ineffectualization, belief in mortality, time distortion, a sense of humor, and the Musselman-type apathy.

B  Mastery, denial, psychological removal, regression, and depndency/identification

C  The will to live, the mobilization of hope, regressive behavior, surrender to stress, and fatalism

D  Differential focus on the good, survival for some purpose, psychological withdrawal, mastery, and group affiliation

A  Intelligence decreases with family size, the fewer the children in your family, the smarter you are likely to be. Intelligence also decreases with birth order, the fewer older brothers or sisters you have, the brighter you are likely to be.

B  Intelligences increases with family size, and the more children in your family, the smarter you are likely to be. Intelligence also increase with birth order, the more older brothers or sisters you have, the brighter you are likely to be.

C  Intelligence is not necessarily a product of how many brothers and sisters you have, and of your seniority in the family.

D  The later born is more extroverted, sociable, empathetic and risk-taking than the first born.

A  There is no evil or death in the world. The sinister has been destroyed

B  Rewards will come automatically if we do what were supposed to do

C  I’ll always belong to my parents and believe in their world

D  Life is simple and controllable. There are no significant coexisting contradictory foces within me.

A  Physical growth/decline

B  Attachment/separateness

C  Destruction/creation

D  masculine/feminine

A  Psychological removal

B  Regressive behavior

C  Null coping

D  Anticoping

A  Cultural differences in gender role and parenting

B  Parental hostility in combination with restrictiveness

C  Age, gender, and birth order of the child

D  Inconsistency in parental behavior

A  Insensitivity toward the future

B  Identity ambivalence

C  Social avoidance and withdrawal

D  Fear of rejection