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1 | |
The three major aspects of moral development include |
| | A) | stimulus, response, and consequences. |
| | B) | thought, feeling, and behaving. |
| | C) | individual, family, and society. |
| | D) | id, ego, and superego. |
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2 | |
Jean Piaget indicates that the heteronomous thinker |
| | A) | believes that rules can be changed because they are merely conventions. |
| | B) | recognizes that punishment for wrongdoing is not inevitable. |
| | C) | judges the goodness of behavior by focusing on the consequences of the behavior. |
| | D) | is usually a child between the ages of 10 and 12. |
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3 | |
_____ is the idea that, if a rule is broken, punishment will be meted out immediately. |
| | A) | Autonomous morality |
| | B) | Immanent justice |
| | C) | Response cost |
| | D) | Love withdrawal |
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4 | |
Six stages of moral development were proposed by _____ |
| | A) | Martin Hoffman. |
| | B) | Jean Piaget. |
| | C) | Sigmund Freud. |
| | D) | Lawrence Kohlberg. |
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5 | |
Which of the following was NOT a criticism of Kohlberg's theory of moral development? |
| | A) | Placed too little emphasis on moral behavior. |
| | B) | The research was of poor quality. |
| | C) | Placed too much emphasis on the development of the Superego. |
| | D) | Did not fully consider cultural or gender variables. |
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6 | |
Martin Hoffman indicates that going to high school is associated with a dramatic change in moral reasoning because |
| | A) | there is more opportunity for sexual exploitation. |
| | B) | parental supervision is nullified. |
| | C) | peer pressure to violate community standards is high. |
| | D) | discussions reveal the variety of moral beliefs. |
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7 | |
Which of the following is NOT a social cognitive domain noted in the chapter? |
| | A) | Moral domain |
| | B) | Human domain |
| | C) | Social-conventional domain |
| | D) | Personal domain |
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8 | |
_____ an unselfish interest in helping another person. |
| | A) | Forgiveness |
| | B) | Conscience |
| | C) | Induction |
| | D) | altruism |
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9 | |
Lawrence Kohlberg argues that the distinctions between the three levels of moral reasoning have to do with |
| | A) | the degree of internalization. |
| | B) | the immediacy of the consequences for moral actions. |
| | C) | the severity of punishments experienced. |
| | D) | the social pressure of peers. |
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10 | |
An adolescent at Kohlberg's conventional level of moral reasoning |
| | A) | obeys rules in order to meet his defined obligations. |
| | B) | obeys rules in order to avoid punishment. |
| | C) | will follow rules if they are in his immediate best interest. |
| | D) | has developed a social contract involving self-chosen ethical principles. |
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11 | |
Who is most likely to join a cult? |
| | A) | Someone who is psychologically unstable |
| | B) | A person just recently released from prison |
| | C) | A normal, average person |
| | D) | Someone with strong religious beliefs |
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12 | |
James Rest developed the Defining Issues Test because |
| | A) | there were no available measures of moral reasoning. |
| | B) | he found Piaget's tests too hard for adolescents. |
| | C) | Kohlberg's stories were too difficult to score. |
| | D) | he didn't know that several other tests were available. |
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13 | |
There is general agreement that Lawrence Kohlberg's theory |
| | A) | is correct for adolescents, but not for adults. |
| | B) | confused autonomy with autonomous morality. |
| | C) | confused moral reasoning with moral behavior. |
| | D) | underestimates the importance of culture. |
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14 | |
Carol Gilligan has criticized Kohlberg's theory for |
| | A) | overemphasizing people's connectedness and communication with other people. |
| | B) | emphasizing moral behavior and ignoring moral reasoning. |
| | C) | relying on a single method to assess individual's moral reasoning. |
| | D) | understanding the importance of interpersonal relationships in moral development. |
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15 | |
Adolescents' moral performance is influenced by |
| | A) | skills. |
| | B) | awareness of moral rules. |
| | C) | cognitive-sensory processes. |
| | D) | motivation. |
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16 | |
Which theory distinguishes between moral competence and moral performance? |
| | A) | Psychosocial |
| | B) | Moral development |
| | C) | Cognitive social learning |
| | D) | Behavioral moral reasoning |
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17 | |
Psychoanalytic theorists say that guilt develops when a child |
| | A) | turns her hostility inward following the withdrawal of parental love. |
| | B) | harnesses the drives of the superego and maintains the world as a safe place. |
| | C) | becomes disillusioned with the moral and religious beliefs she acquired during childhood. |
| | D) | participates in the feelings of an adult with whom she has identified. |
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18 | |
The part of the superego that enables us to feel proud when we do the right thing, even if no one else will know, is the |
| | A) | conscience. |
| | B) | ego ideal. |
| | C) | empathic aspect. |
| | D) | altruistic channel. |
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19 | |
Martin Hoffman believes that parents promote the moral development of their children and adolescents through |
| | A) | love withdrawal. |
| | B) | power assertion. |
| | C) | induction. |
| | D) | altruism. |
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20 | |
The failure to develop empathy, if not altruism, is associated with |
| | A) | excessive achievement orientation. |
| | B) | vulnerability to cults. |
| | C) | antisocial behaviors. |
| | D) | chronic depression. |
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21 | |
If a person can experience another's feelings and respond in a similar way, this is called |
| | A) | pity. |
| | B) | empathy. |
| | C) | sympathy. |
| | D) | understanding. |
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22 | |
Which of the following is an example of altruism? |
| | A) | Sharing possessions |
| | B) | Resisting temptation |
| | C) | Saying thank you |
| | D) | Not eating with your fingers |
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23 | |
Which term is used when a person "releases the injurer from possible behavioral retaliation"? |
| | A) | Altruism |
| | B) | Empathy |
| | C) | Sympathy |
| | D) | Forgiveness |
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24 | |
Schools are one of the settings in which moral development occurs. The moral climate of the school is called the |
| | A) | administrative morale. |
| | B) | Damon Comprehensive Approach. |
| | C) | hidden curriculum. |
| | D) | classroom conscience. |
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25 | |
According to a poll, _____ percent of the adolescents said that they prayed. |
| | A) | 10 |
| | B) | 35 |
| | C) | 50 |
| | D) | 75 |
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26 | |
An adolescent refused to attend church, telling his parents that he would believe what he wants to believe, not what they tell him to believe. This adolescent demonstrates |
| | A) | reflective faith. |
| | B) | individuating-reflective faith. |
| | C) | catastrophic conversion. |
| | D) | moral fundamentalism. |
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2003 McGraw-Hill Higher Education