Exam 14: Moral Development

A) harsh discipline
B) parental power
C) rational explanations
D) insecure parent
child relationship

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A) biology
B) socioeconomic status
C) education
D) values

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A) providing material rewards for prosocial behavior
B) referencing moral responsibilities in discipline
C) modeling prosocial behavior
D) having discussions with children that appeal to their ability to sympathize

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A) generally performed in exchange for social approval
B) inspired by empathy
C) ability to take the perspective of others
D) inspired by sympathy

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A) Tony pushes Joyce out of the way so that he can get to the swing first.
B) Abe does not allow Justin to play ball with the other children.
C) Amy tells Diana that she wants the paint brush that Diana is using.
D) Natalie pushes Yolanda as she walks by her because Yolanda said something mean about Natalie's sister.

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A) fraternal twins and identical twins are equally similar to each other in levels of prosocial behavior, and their similarity decreases with age.
B) fraternal twins and identical twins are equally similar to each other in levels of prosocial behavior, and their similarity increases with age.
C) identical twins are more similar to each other in levels of prosocial behavior than are fraternal twins, and their similarity decreases with age.
D) identical twins are more similar to each other in levels of prosocial behavior than are fraternal twins, and their similarity increases with age.

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A) voluntary
B) intended to benefit another person
C) convenient
D) helping

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A) "I shouldn't do that because it is my responsibility to fulfill my duties."
B) "I shouldn't do that because I will get caught and I don't want to be punished."
C) "I shouldn't do that because it is not in the best interest of society."
D) "I shouldn't do that because it won't do me much good."

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A) Children with no antisocial tendencies are likely to be influenced by the peer group or by gangs to become aggressive.
B) Children who are antisocial and aggressive are more likely to be involved with antisocial peer groups and gangs, but these peer groups and gangs do not influence them to engage in more antisocial behavior.
C) Children who are antisocial and aggressive are more likely to be involved with antisocial peer groups and gangs, and these peer groups and gangs increase their likelihood of engaging in more antisocial behavior.
D) Children with no antisocial tendencies can influence their peer group or gang to become less aggressive.

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A) "That kid was trying to hurt me."
B) "I could try to cooperate with that kid, take turns with him, tell the teacher, or hit him."
C) "Hitting that kid will help me get what I want."
D) "I'm just trying to get back at him for getting in my way."

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A) to obtain something concrete.
B) for revenge.
C) to damage another's peer relationships.
D) to harm another person.

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A) Children from lower-income families are more likely to differentiate sharply between issues of morality and issues of social convention.
B) Children from middle-income families are more likely to believe issues of personal judgment are also issues of morality.
C) Children from lower-income families are less likely to view personal issues as a matter of choice.
D) The tendency is a factor in none of these.

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A) asking for judgments using moral dilemmas
B) evaluating differences in the morality of characters is described in different scenarios
C) observing differences in children's willingness to help others who accidentally or purposely hurt another person
D) meta-analytic review of previous research on the topic

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A) Heredity plays a similarly strong role in aggression in childhood and adolescence.
B) It is a myth that testosterone plays a role in aggression.
C) Genetic, neurological, and hormonal characteristics are probably sufficient to produce an aggressive child, regardless of environmental factors.
D) Heredity has a larger influence on some types of aggression than on other types.

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How Gary and Ken react to this situation...

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A) choosing whether to wear a tie to a formal restaurant
B) deciding whether to play soccer or baseball after school
C) deciding whether to put one's napkin on one's lap or leave it on the table
D) choosing whether to return a $10 bill dropped by a person standing ahead in line

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A) Stage 1
B) Stage 3
C) Stage 5
D) Stage 6

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A) Parents have little influence on children's prosocial behavior.
B) Only direct modeling of prosocial behavior is associated with children's own prosocial behavior.
C) Parents' communication of prosocial values is related to children's adoption of the value of prosocial behavior.
D) Similarities between parents and children in prosocial behavior are due primarily to genetic similarities.

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