 |
1 | |
Margaret Mead's research in Samoa |
| | A) | established the universality of adolescent rebellion. |
| | B) | challenged the inevitability of adolescent rebellion. |
| | C) | reaffirmed universal sex roles for men and women. |
| | D) | demonstrated that around the world boys are more likely than girls to rebel against their parents. |
|
|
2 | |
Margaret Mead's research underscores all of the following about human development except |
| | A) | the study of people is abstract and esoteric. |
| | B) | a cross-cultural perspective can reveal which patterns of behavior are universal and which are not. |
| | C) | theory and research are two sides of the same coin. |
| | D) | observations of human behavior may be influenced by the researcher's background, values, and experiences. |
|
|
3 | |
Which of the following is not a basic issue for theorists in explaining development? |
| | A) | the relative weight given to heredity and environment |
| | B) | whether people are active or passive in their own development |
| | C) | whether development is continuous or occurs in stages |
| | D) | the role of researchers' inherent values and personal experiences |
|
|
4 | |
A mechanistic model of college students' drinking behaviors would look at |
| | A) | environmental influences, such as advertising and consequences imposed by the college administration for drunkenness. |
| | B) | hereditary factors, such as a genetic predisposition to alcoholism in the family. |
| | C) | the types of friends students chose, for example, those who like to party or those who like to drink. |
| | D) | interactions between biological and environmental influences. |
|
|
5 | |
As you stand in line at the grocery store, you notice the checker frowns and is rude to customers in line ahead of you. You decide to try out what you are learning in your psychology class, so when it's your turn, you say to her, "Rough day, huh?" She immediately smiles at you, thanks you for your concern, and you notice she is nice to all the customers behind you. You leave the store feeling good for cheering her up. This illustrates |
| | A) | an organismic approach. |
| | B) | a mechanistic approach. |
| | C) | bidirectional influence. |
| | D) | interactional influence. |
|
|
6 | |
It was Erik Erikson, not Freud, who stressed the importance of |
| | A) | unconscious thoughts, feelings, and motivations. |
| | B) | the role of childhood experiences in forming personality. |
| | C) | the presence from birth of sexual urges. |
| | D) | the influences of society and culture on development. |
|
|
7 | |
Negative reinforcement |
| | A) | is the same thing as punishment. |
| | B) | tends to suppress the likelihood of a targeted behavior. |
| | C) | tends to increase the likelihood of a targeted behavior. |
| | D) | is not as powerful in modifying behavior as either positive reinforcement or punishment. |
|
|
8 | |
The information processing approach to development |
| | A) | suggests that development occurs in four qualitatively different stages. |
| | B) | suggests that children's cognitive development occurs when new information is internalized through the dual processes of assimilation and accommodation. |
| | C) | attempts to explain cognitive development by analyzing the processes involved in perceiving and handling information. |
| | D) | uses brain imaging and studies of people with brain injuries to understand cognitive processes. |
|
|
9 | |
Miranda is doing a research study using Bronfenbrenner's model and looks at all the different influences on development. In the part of her paper that talks about the macrosystem, she will focus on |
| | A) | the setting in which individuals interact with others on an everyday, face-to-face basis. |
| | B) | society's overall cultural patterns. |
| | C) | the linkages between two or more microsystems. |
| | D) | the effects of time on other developmental systems. |
|
|
10 | |
Arturo, a fourth-grader, is teaching his 8-year-old brother to put together a model airplane. First Arturo shows Abel how to set up the pieces, then how to glue pieces together. Next Arturo guides is brother's hands as they glue two more pieces together. Finally, Arturo watches Abel glue pieces by himself. Vygotsky suggested this type of learning occurs in |
| | A) | the zone of proximal development. |
| | B) | a microsystem. |
| | C) | a contextual setting. |
| | D) | modeling. |
|
|
11 | |
A social worker does a home visitation to see if the home is a safe and nurturing environment for the child. She checks for nutritious food in the refrigerator, general cleanliness, and safety concerns, and observes how mother and daughter interact. She is using which type of data collection and which type of research design? |
| | A) | self-report; case study |
| | B) | interview; ethnographic study |
| | C) | naturalistic observation; case study |
| | D) | naturalistic observation; ethnographic study |
|
|
12 | |
After years of teaching, Professor Rosen realized it was the students who disrupted her class by chatting who would say her class was boring. Professor Rosen could determine that the students disrupt class because they are bored, are bored because they aren't paying attention, or that some other factor(s) lead to both boredom and chatting in class. This underscores a basic limitation of correlational research, which is that with correlations a researcher |
| | A) | cannot establish a cause-and-effect relationship. |
| | B) | is likely to encounter problems of observer bias. |
| | C) | cannot generalize the results to other people and other situations. |
| | D) | is not able to define the variables being studied. |
|
|
13 | |
The Ethical Guidelines of the American Psychological Association ensure that research participants have all of the following protections except the right to |
| | A) | informed consent. |
| | B) | decline or withdraw from an experiment at any time. |
| | C) | privacy and confidentiality. |
| | D) | be paid for their participation. |
|