Textbook Exam

A  One could imagine a person who has resolved all eight crises in his or her eight stages equally well.

B  Young adulthood is roughly the period of courtship, marriage, and early family life.

C  Adolescence is the moratorium between childhood and adulthood.

D  The first stage of life characterized by a dilemma of trust versus mistrust.

A  None of these three choices.

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

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

A  A sense of collective identity

B  A collective superiority over childhood

C  A collective protection from adult controls

D  The primary group need satisfaction

A  Checks another for accuracy in language.

B  Translates from the target to the source language, and another blindly translates back to the target.

C  Spies another for possible sabotage in translation.

D  Translates from the source to the target language, and another blindly translates back to the source.

A  the comparison among certain things, events, or conditions across cultures.

B  the sameness of concepts and meanings of certain things, events, or conditions across cultures.

C  the similarity among certain things, events, or conditions across cultures.

D  the difference of concepts and meanings of certain things, events, or conditions across cultures.

A  Socioeconomic status

B  Quality of school and community

C  Peer involvement and delinquency

D  Motivation and discipline

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

B  “Maternal deprivation” is too heterogeneous and the effects are too varied for any meaningful analysis.

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

D  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.

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

B  All of these three choices.

C  Each life stage is characterized by a crisis or dilemma.

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

A  Psychoanalytic interpretations of symbolism in folklore across cultures.

B  Autobiographical illustrations of how folktale and riddles are orally transmitted from person to person.

C  An intensive case study of the folklore of a particular society.

D  Correlational studies between various themes in folklore and actual behavior patterns.

A  Parents

B  Adolescents

C  Peers

D  Teachers

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

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

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

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

A  Different rates of socialization

B  Rapid social cultural changes

C  Physiological and psychological differences

D  Adolescents’ stressful life events

A  The adjustment stage

B  The honeymoon stage

C  The crisis stage

D  The withdrawal stage

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

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

C  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.

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

A  Surveys.

B  Experimentation.

C  Use of secondary data.

D  Content analysis.

A  Japanese students are motivated and disciplined to learn, as compared to their American counterparts.

B  Delinquent subcultures have usually been attributed to the middle-class environment.

C  Critics of American schools stress that the American school system produces diligent, competent, and loyal technicians but not creative thinkers.

D  Counter cultures have been considered largely the phenomena among the lower-class youth.

A  The nature and scope of the research.

B  Accessibility of the subject and availability of human and material resources.

C  Legal and ethical considerations.

D  All of these three choices.

A  The impact of ethnicity varies with the child’s gender.

B  Ethnic socialization has different implications depending on the particular group to which children belong.

C  The role of ethnicity is affected by the immediate environment as well as sociocultural and historical contexts.

D  Ethic group differences in appearance, cultural values, and social attitudes have a significant impact on minority children’s personality development.

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

B  From the stage of intuitive intelligence to the stage of practical intelligence.

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

D  From the stage of the first differential emotions to the stage of the first external affective fixations.

A  consistencies in personality characteristics throughout the life span.

B  constancies and change in personality characteristics throughout the life span.

C  constancies in personality characteristics throughout the life span.

D  changes in personality characteristics throughout the life span.

A  It puts the researcher in a situation where he or she has to discern nonverbal behavior.

B  It increases guinea pig effects.

C  None of these three choices.

D  The researcher may lose objectivity in observation due to a close personal interaction with the subject.

A  Inconsistency in parental behavior

B  Age, gender, and birth order of the child

C  Cultural differences in gender role and parenting

D  Parental hostility in combination with restrictiveness

A  the process of comparing people in terms of their personalities.

B  the process of one personating another.

C  the process of theorizing about personality with or without data.

D  the process of gathering and organizing information about another person in the expectation that this information will lead to a better understanding of the person.

A  the suitability of an actual behavior for representing the folklore.

B  the truthfulness of the folklore theme for representing the actual behavior or situation.

C  the appropriateness of an actual situation for representing the folklore.

D  the interactivity between folklore and personality.

A  Experts estimate that about ¼ U.S. children under 16 experience parental absence at one time or another.

B  Statistics show that about ¼ U.S. children under 18 experience parental absence at one time or another.

C  Statistics show that about ¼ U.S. children under 16 experience parental absence at one time or another.

D  Experts estimate that about ¼ U.S. children under 18 experience parental absence at one time or another.

A  The etic refers to aspects of a phenomenon that have a common meaning across cultures.

B  The emic aspect of a culture is more readily accessible and comprehensible than the etic aspect to outsiders.

C  The etic-emic discrepancy is an endemic problem in cross-cultural studies.

D  The etic aspect of a culture is more readily accessible and comprehensible than the emic aspect to outsiders.

A  love versus apathy and control versus protection.

B  love versus hostility and control versus autonomy.

C  love versus hostility and dominance versus autonomy.

D  acceptance versus rejection and control versus autonomy.

A  Add sentences to provide context for key ideas

B  Use short, simple sentences

C  Repeat nouns instead of using pronouns

D  Use general rather than specific terms

A  School

B  Social activities

C  Peers

D  Family

A  Universal ethical principle orientation stage

B  Identity claim and role play stage

C  Punishment-obedience orientation stage

D  Social order, fixed rules and authority stage

A  It offers an opportunity to establish rapport with the subject.

B  It allows for less standardized question wording.

C  It is less structured and more flexible.

D  It provides a chance to observe reactions, obvious and subtle, from the subject.

A  The sucker bias

B  The hidden promises bias

C  The courtesy or rudeness bias

D  The I-cannot-ask-any-question bias

A  Quantitative and qualitative changes

B  Inconsistency and non-cumulative influence

C  Direction of change from simple to complex

D  Critical age and experience

A  Insensitivity toward the future

B  Fear of rejection

C  Social avoidance and withdrawal

D  Identity ambivalence

A  Individual traits are comparable in terms of strengths and weaknesses.

B  Personal dispositions are stable over time.

C  Major personality traits are common and prevalent among all individuals.

D  Conditions for personality tests vary from situation to situation

A  Over-generalization from Western experiences

B  Invariant order of developmental changes

C  Staged changes throughout the life span

D  Maturational determinism

A  Mental growth is determined solely by innate structures.

B  Mental growth is shaped entirely by the environment.

C  Mental growth is not determined entirely by innate structures nor the environment but by the constant interaction of the two.

D  None of these three choices.

A  All of these three choices

B  Analyses of history materials

C  Observation, interviews and tests

D  Folklore and art

A  the problems of one culture learning from another.

B  the problems of comparing cultures which are historically independent from each other.

C  the problems of cultures fighting with each other.

D  the problems of comparing cultures which are historically dependent upon each other.

A  when cross-cultural researchers embark on a romantic escapade into the exotic life of a far-off tribe.

B  when cross-cultural researchers develop relationships with their research subjects during the fieldwork.

C  when cross-cultural researchers struggle to readjust to their native culture when they return home.

D  when cross-cultural researchers leave behind in their home country their primary relationships, such as love, affection, social belongings, recognition, and self-esteem.

A  Promotion of contextual analysis

B  Elimination of unnecessary variables

C  Refinement of key concepts

D  Expansion of theoretical generalizability

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

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

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

D  Peer relations have the most impact in all outcome behavior measures of adolescents.

A  The Minnesota Multiphasic Personality Inventory

B  The California Psychological Inventory

C  The Thematic Apperception Test

D  The Edwards Personal Preference Schedule

A  None of these three choices.

B  The level of moral orientation progresses with age from conscience/principle orientation to external orientation, and to law-order orientation.

C  The level of moral orientation progresses with age from external orientation to conscience/principle orientation, and to law-order orientation.

D  The level of moral orientation progresses with age from external orientation to law-order orientation, and to conscience/principle orientation.

A  The concept of childhood as a distinctive period of life emerged long before industrialization in Europe.

B  From a sociological point of view, adolescence neither represents a distinctive period in role socialization nor enjoys a definite social status between childhood and adulthood.

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

D  Bilingual situation tends to create stress for minority children, but it can also provide a double cultural opportunity for enhancing personality growth.

A  Counter, delinquent, and mainstream values and norms

B  Charismatic leadership and hero worship

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

D  All of these three choices

A  Evidence, theory, and policy

B  Conceptual issues, developmental aspects, and problem aspects

C  Nature, nurture, and social growth

D  Experience, explanation, and practice

A  Casualness and sense of humor

B  The “because I say so” routine

C  Invasion of privacy

D  Nagging and repeating

A  Inhibition of reading skills

B  Facilitation of prosocial behavior

C  Increase in aggressive behavior

D  Reduction of social interaction