EDUCATIONAL PSYCHOLOGY 11TH EDITION BY WOOLFOLK – TEST BANK

 

 

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Sample Test

Chapter 3:  Personal, Social, and Emotional Development

 

Multiple-Choice Questions

 

1) Erikson interprets development from the perspective of what theory?

1.    A) Psychosexual

2.    B) Psychosocial

3.    C) Psychosomatic

4.    D) Sociocultural

 

Answer:  B

Explanation:  B) Erikson’s views of development are interpreted from the perspective of psychosocial theory that emphasizes individual changes and the individual’s relationship with the cultural environment.

Page Ref: 83

Skill:  Knowledge

 

2) The emphasis in Erikson’s stage theory is on

1.    A) behaviors and their consequences.

2.    B) the development of moral values.

3.    C) the formation of a personal identity.

4.    D) the process of acculturation in school settings.

 

Answer:  C

Explanation:  C) According to Erikson’s stage theory, emphasis is placed on the individual’s formation of a self-image or personal identity as he/she resolves each crisis corresponding to the developmental stages. An unhealthy resolution of a crisis may have negative effects on the individual’s self-identity later in life.

Page Ref: 83

Skill:  Knowledge

P:  .64

D:  .25

 

3) According to Erikson, if a child fails to resolve a crisis at an early stage, the child is apt to

1.    A) encounter problems with resolutions of later crises.

2.    B) forget the crisis and progress normally.

3.    C) remain at the unresolved stage until the crisis is resolved.

4.    D) resolve the crisis at a later stage.

 

Answer:  A

Explanation:  A) Erikson theorized that individuals who fail to resolve a developmental crisis successfully at a particular stage will be likely to encounter problems with resolutions of later crises. Sometimes, the problem can be resolved later, but an unhealthy situation is generally expected.

Page Ref: 83

Skill:  Knowledge

P:  .63

D:  .34

4) Erikson’s notion of developmental crises can be defined as a

1.    A) concern with parental control and self-

2.    B) conflict between a positive and an unhealthy alternative.

3.    C) conflict between physical growth and cognitive growth.

4.    D) puzzle that may assist a person’s cognitive development.

Answer:  B

Explanation:  B) The crises that an individual faces at each developmental stage involve a conflict between a positive alternative and a potentially unhealthy alternative. An example is the trust vs. mistrust crisis during infancy. [Note: Equilibration is a process described by Piaget in which an individual attempts to obtain a state of balance.]

Page Ref: 83

Skill:  Knowledge

P:  .57

D:  .39

 

5) Children experiencing the Eriksonian conflict of trust vs. mistrust are also in what Piagetian stage?

1.    A) Concrete operations

2.    B) Formal operations

3.    C) Preoperational thought

4.    D) Sensorimotor

 

Answer:  D

Explanation:  D) Erikson’s trust vs. mistrust stage, that takes place during a child’s first year, corresponds to the beginning of Piaget’s sensorimotor stage, that occurs from ages zero to two years.

Page Ref: 83

Skill:  Understanding

P:  .80

D:  .36

 

6) What does a conflict such as initiative vs. guilt represent in Erikson’s theory?

1.    A) A developmental crisis

2.    B) Cognitive dissonance

3.    C) Disequilibration

4.    D) Equilibration

 

Answer:  A

Explanation:  A) According to Erikson’s theory, a conflict such as initiative vs. guilt represents a developmental crisis.

Page Ref: 84

Skill:  Knowledge

 

7) Sally is in the stage Erikson calls initiative vs. guilt. Her parents supervise her closely and direct all her activities. The danger is that Sally may

1.    A) develop an exaggerated sense of her own abilities.

2.    B) eventually grow to mistrust her parents.

3.    C) have difficulty trusting her own judgment.

4.    D) not learn that some things should never be done.

 

Answer:  C

Explanation:  C) Sally may have difficulty trusting her own judgment. By being overly controlling and strict, her parents are preventing her from developing initiative without experiencing guilt.

Page Ref: 84

Skill:  Understanding

P:  .86

D:  .17

 

8) Children who experience autonomy are likely to become more

1.    A) aggressive.

2.    B) dependent.

3.    C) intelligent.

4.    D) self-

 

Answer:  D

Explanation:  D) Children who succeed in developing autonomy are likely to become more self-reliant by attempting to manage the world on their own terms.

Page Ref: 83

Skill:  Understanding

P:  .84

D:  .19

 

9) The way that children resolve the autonomy vs. shame and doubt crisis influences their later sense of

1.    A) attachment to the family.

2.    B) confidence in their own abilities.

3.    C) cooperation in groups.

4.    D) evaluation of new ideas.

 

Answer:  B

Explanation:  B) During the autonomy vs. shame and doubt period, a child begins to assume responsibilities for self-care (dressing, feeding, etc.). If these activities are not reinforced by parents, children may begin to lose confidence in their abilities to do things for themselves.

Page Ref: 84

Skill:  Knowledge

P:  .89

D:  .13

 

10) Francis is no longer satisfied with pretending he has a place of his own. He’s in the third grade now and old enough to build a real playhouse. He sets to work with boards and cardboard, and takes great pleasure in the completed project. Francis is at the stage of

1.    A) autonomy vs. doubt and shame.

2.    B) generativity vs. self-

3.    C) identity vs. role diffusion.

4.    D) industry vs. inferiority.

 

Answer:  D

Explanation:  D) Francis is in the industry vs. inferiority stage. During this stage, children begin to branch out from the home world and cope with academics, group activities, and friends in developing a sense of industry. Accordingly, Francis wants to build the house for himself.

Page Ref: 85

Skill:  Understanding

P:  .81

D:  .27

 

11) The school and the neighborhood first become highly important influences during what Eriksonian stage?

1.    A) Autonomy vs. shame

2.    B) Generativity vs. stagnation

3.    C) Industry vs. inferiority

4.    D) Intimacy vs. isolation

 

 

Answer:  C

Explanation:  C) The school and neighborhood first become highly important influences during the industry vs. inferiority stage. During this stage, children begin to branch out from the home world and cope with academics, group activities, and friends in developing a sense of industry.

Page Ref: 85

Skill:  Knowledge

P:  .67

D:  .35

12) Martin now takes considerable pride in completing his fourth-grade homework assignments and in doing them well. He is quite disappointed when the teacher assigns an “A” to him for a project that he strongly felt deserved an A+ (or better!). According to Erikson’s theory of psychosocial development, Martin is in what stage of development?

1.    A) Autonomy vs. doubt

2.    B) Initiative vs. guilt

3.    C) Identity vs. role diffusion

4.    D) Industry vs. inferiority

 

Answer:  D

Explanation:  D) During the industry vs. inferiority stage, children take considerable pride in their work (industry) and achievements. Here, Martin’s school accomplishments become increasingly important relative to home activities.

Page Ref: 85-86

Skill:  Understanding

P:  .88

D:  .22

 

13) As with most developmental crises, the resolution of the identity crisis

1.    A) does not depend on resolution of previous conflicts.

2.    B) is generally completed during a brief time period.

3.    C) may be an extended process.

4.    D) requires little conscious effort.

 

Answer:  C

Explanation:  C) Resolution of an identity crisis may be an extended process. In fact, many adolescents enter college experiencing an identity moratorium and do not realize identity achievement until sometime between their freshman and senior years.

Page Ref: 86

Skill:  Understanding

P:  .88

D:  .18

 

14) Christine can’t decide what she wants to pursue when she graduates from high school this year. “Life is so confusing,” she thinks to herself. “Perhaps it is best not to think about these decisions at all.”  Christine is experiencing identity

1.    A) achievement.

2.    B) diffusion.

3.    C) foreclosure.

4.    D) moratorium.

 

 

 

 

 

Answer:  B

Explanation:  B) Christine is experiencing identity diffusion by delaying her commitment to personal and occupational choices. If extended too long, this can lead to an identity crisis and unhealthy outcomes. The healthy alternative is identifying achievement.

Page Ref: 86

Skill:  Understanding

P:  .62

D:  .37

15) Seventeen-year-old Carl has considered several career options and has developed a firm career goal. Carl is experiencing identity

1.    A) achievement.

2.    B) diffusion.

3.    C) foreclosure.

4.    D) moratorium.

 

Answer:  A

Explanation:  A) Carl is experiencing identity achievement which, according to James Marcia, is a healthy outcome for adolescents. It involves considering realistic life options, making choices, and pursuing them.

Page Ref: 86

Skill:  Understanding

P:  .75

D:  .38

 

16) Ever since Maida was a child, her parents talked about the possibility of her becoming a doctor. They brought her chemistry sets and equipment, such as stethoscopes and tongue depressors. When Maida entered college, she enrolled in the pre-medical program without even considering other options. According to James Marcia, Maida is exhibiting identity

1.    A) achievement.

2.    B) diffusion.

3.    C) foreclosure.

4.    D) moratorium.

 

Answer:  C

Explanation:  C) Maida is experiencing identity foreclosure by committing herself to an occupational choice of becoming a doctor that was made to satisfy her parents. A healthier approach to developing an identity is to consider all realistic options and select the one that best fits one’s own interests and abilities.

Page Ref: 86

Skill:  Understanding

P:  .86

D:  .22

 

17) June’s mother always wanted to be an actress and started leading June in that direction at around age two. Now June sees herself as an actress and nothing else. In which of Erikson’s stages is June?

1.    A) Identity achievement

2.    B) Identity diffusion

3.    C) Identity foreclosure

4.    D) Identity moratorium

 

 

 

 

Answer:  C

Explanation:  C) June is experiencing identity foreclosure by committing herself to an occupational choice made by her mother. A healthier approach to developing an identity is to consider all realistic options and select the one that best fits one’s own interests and abilities.

Page Ref: 86

Skill:  Understanding

P:  .70

D:  .31

18) Dependence on peers, parents, and others begins to change to independence during what identity status?

1.    A) Diffusion

2.    B) Conventional

3.    C) Foreclosure

4.    D) Moratorium

 

Answer:  D

Explanation:  D) Dependence on others begins to change to independence in adolescents during the moratorium stage of the identity status. In the foreclosure and diffusion states, dependence changes from being very dependent on others to some dependence on others. Independence and self-direction develop fully in the identity achievement state. [Also see Table 3.2.]

Page Ref: 86

Skill:  Knowledge

 

19) Jerry has become active with a group working to save America’s topsoil. He believes that steps must be taken to prevent food shortages 100 years from now. George’s situation represents Erikson’s concern for

1.    A) generativity.

2.    B) integrity.

3.    C) isolation.

4.    D) self-

 

Answer:  A

Explanation:  A) Jerry’s concern involves generativity, or caring for future generations through his interests in ecology. By achieving generativity, he is avoiding the negative condition of stagnation.

Page Ref: 87

Skill:  Understanding

P:  .84

D:  .21

 

20) Which one of Erikson’s crises would you be LEAST likely to encounter in a K-12 classroom?

1.    A) Identity vs. inferiority

2.    B) Identity vs. role confusion

3.    C) Initiative vs. guilt

4.    D) Integrity vs. despair

 

Answer:  D

Explanation:  D) An individual is LEAST likely to encounter Erikson’s integrity vs. despair in K-12 classrooms. This stage involves coming to terms with death and attaining a feeling of fulfillment and completeness with their achievements in life.

Page Ref: 87

Skill:  Knowledge

P:  .76 / D:  .25

21) The difference between self-concept and self-esteem is that

1.    A) self-concept is an affective reaction while self-esteem is a cognitive structure.

2.    B) self-concept is a cognitive structure while self-esteem is an affective reaction.

3.    C) self-esteem is a general concept while self-concept is specific to a given situation.

4.    D) there is actually little or no difference between self-esteem and self-

 

Answer:  B

Explanation:  B) Self-concept is a cognitive structure, the composite of ideas, attitudes, and feelings that people have involving themselves. On the other hand, self-esteem is an affective reaction involving a person’s evaluation of who he/she is.

Page Ref: 82-83

Skill:  Knowledge

22) Which one of the following statements is TRUE regarding the development of self-concept?

1.    A) A person with a positive self-concept in one school subject is almost certain to have a positive self-concept in other subjects.

2.    B) Older children’s academic self-concept may be quite different than their physical self-

3.    C) Poor performance is most damaging to a student’s self-concept in science and math courses.

4.    D) The developing self-concept remains quite stable throughout early and late childhood.

 

Answer:  B

Explanation:  B) Contemporary conceptions of self-concept stress an individual’s differentiated view of self (or “multiple” self-concepts). Consequently, an older students’ school self-concept may be quite different than their “out-of-school” self-concept.

Page Ref: 82-83

Skill:  Understanding

P:  .68

D:  .24

 

23) The development of children’s self-concept evolves by means of

1.    A) constant self-evaluation in many different situations.

2.    B) contrasting themselves with their peers.

3.    C) differentiating between their skills and those of their peers.

4.    D) gauging the verbal reactions of significant others.

 

Answer:  A

Explanation:  A) Development evolves by means of constant self-evaluation in many different types of situations.

Page Ref: 86

Skill:  Knowledge

 

24) George attends a rural middle school in Virginia. On standardized achievement tests given in George’s school, the school average is near the national average. George’s friend Harold attends an elite private school in Washington, D.C. The average score of students at Harold’s school on the same achievement measure is well above the national average. According to Marsh, George is more likely to feel better about his abilities than does Harold, even though both boys received high scores on the test. What developmental concept is illustrated?

1.    A) “Big Fish, Little Pond”

2.    B) Gradual development

3.    C) Identity diffusion

4.    D) Moratorium

 

 

 

Answer:  A

Explanation:  A) George will feel better about himself as a function of the “Big Fish, Little Pond Effect,” described by Marsh. That is, excelling in a less competitive situation often boosts self-esteem more than performing as high as, but average in comparison to, a more competitive peer group.

Page Ref: 91

Skill:  Understanding

P:  .70

D:  .40

25) The implication of the “Big Fish, Little Pond” idea is that

1.    A) children in “average” schools may feel better about their own abilities than those in “high-ability” schools.

2.    B) larger schools are likely to promote higher achievement than smaller schools.

3.    C) self-concept is lower when competition is weaker than when it is stronger.

4.    D) smaller schools offer limited opportunities for self-concept to develop.

 

Answer:  A

Explanation:  A) Students who excel in a particular area at an “average” school tend to feel better about their abilities than those with the same ability who attend “high-ability” schools. Marsh (1990) calls this the “Big Fish, Little Pond Effect.”

Page Ref: 91

Skill:  Knowledge

P:  .86

D:  .15

 

26) Research suggests that the relationship between self-esteem and success in school is a

1.    A) causal relationship.

2.    B) negative relationship.

3.    C) positive relationship.

4.    D) zero relationship.

 

Answer:  C

Explanation:  C) Research suggests that students with higher self-esteem are somewhat more likely to be successful in school than students with lower self-esteem. Thus, there is a positive relationship between the two variables (self-esteem and achievement). Note that this relationship does NOT imply that his/her self-esteem causes high achievement.

Page Ref: 91

Skill:  Knowledge

P:  .84

D:  .18

 

27) Programs designed to increase students’ self-esteem such as “Student of the Month” have

1.    A) had little effect on increasing self-

2.    B) are relevant only for certain ethnic cultures.

3.    C) have a great influence on increasing students’ self-

4.    D) should be used only in special education classes.

 

Answer:  A

Explanation:  A) Research shows “Student of the Month” programs do little to increase students’ self-esteem and collaborative and cooperative strategies are more effective.

Page Ref: 91-92

Skill:  Knowledge

28) Which one of the following students is expected to have the highest self-esteem?

1.    A) Charlene, who won the tennis tournament after the number one seed was injured

2.    B) Jennifer, who scored highest in her class on the physics exam even though she hated physics

3.    C) Richard, who won Best-of-Class in a statewide modeling competition

4.    D) Terry, who became class president after the elected president moved to a new school

 

Answer:  C

Explanation:  C) Both Charlene and Terry succeeded only after something had happened to the winner, so it is unlikely that their success would enhance their self-esteem. In Jennifer’s case, scoring highest on a test of a despised subject is also unlikely to enhance her self-esteem. Consequently, Richard’s self-esteem is most likely to be enhanced by his recognition for a hobby that he apparently enjoys.

Page Ref: 91-93

Skill:  Understanding

P:  .65

D:  .22

 

29) Woolfolk has suggested that self-esteem is probably increased the most by

1.    A) demonstrating competence in valued knowledge domains.

2.    B) demonstrating understanding in school subjects.

3.    C) having a rich and diverse social life.

4.    D) receiving public recognition and rewards.

 

Answer:  A

Explanation:  A) According to Woolfolk, increase in self-esteem is achieved mostly by demonstrating competence in valued knowledge domains.

Page Ref: 91

Skill:  Knowledge

P:  .60

D:  .31

 

30) A recent study that followed 761 middle-class students from first grade through high school discovered the following about diversity and self-esteem:

1.    A) Boys are more confident than girls in their abilities in math and science

2.    B) There are no gender differences between boys and girls’ self-esteem

3.    C) Girls feel more confidence than boys in math

4.    D) There are major differences between boys and girls in all subject areas

 

Answer:  A

Explanation:  A) Overall, the differences between boys and girls is small. However, some evidence suggests boys are consistently more confident in their math and science abilities compared to girls. In earlier grades girls are often more confident about their language arts abilities, however, by high school boys and girls are more equal in their perceptions of their language arts capabilities.

Page Ref: 93-94

Skill:  Knowledge

31) Based on recent studies, which of the following children is likely to have the greatest difficulty with assessing the intention of others?

1.    A) Bart, a ten-year-old with high self-esteem

2.    B) Enid, an aggressive three-year-old

3.    C) Liliana, a passive five-year-old

4.    D) Philip, an aggressive nine-year-old

 

Answer:  B

Explanation:  B) Recent research suggests that younger children have more difficulty understanding the intentions of others than do older children. Further, aggressive children tend to have difficulty in this area. An aggressive three-year-old (Enid), therefore, would be likely to have limited capabilities for assessing intention.

Page Ref: 98

Skill:  Understanding

 

32) Most people have developed societal perspective-taking ability during the

1.    A) early elementary grades.

2.    B) late elementary years.

3.    C) pre-school years.

4.    D) years between age 14 and adulthood.

 

Answer:  D

Explanation:  D) According to Selman, perspective-taking occurs from about the age of three through adulthood. Selman proposes a five-stage model that begins with undifferentiated perspective-taking (ages three to six) and concludes with societal perspective-taking (age 14 to adult).

Page Ref: 97-98

Skill:  Knowledge

 

33) As children develop perspective-taking abilities, there is a gradual movement toward a state of

1.    A) moral dilemma.

2.    B) moral reason.

3.    C) morality of cooperation.

4.    D) personal reward orientation.

 

Answer:  C

Explanation:  C) There is a gradual movement in children toward the morality of cooperation as they develop their perspective-taking ability.

Page Ref: 98

Skill:  Knowledge

 

34) During Kohlberg’s stage of preconventional moral realism, a child is likely to believe that

1.    A) a person’s intentions are really what matters, rather than results.

2.    B) hitting two children deserves a stronger punishment than hitting one child.

3.    C) misbehaving in school always merits punishment of some severe form.

4.    D) punishment is rarely justified even though the behavior was undesirable.

 

Answer:  B

Explanation:  B) During the stage of moral realism, children believe that rules are absolute and that punishment should be determined by the severity of the damage rather than by circumstance. Hitting two children would, therefore, deserve a stronger punishment than hitting one child.

Page Ref: 99

Skill:  Understanding

P:  .71 D:  .30

 

 

 

 

 

35) Frank said, “If I were starving, I’d steal a loaf of bread, but it would be wrong and against the law.” What level of moral reasoning does Frank demonstrate?

1.    A) Conventional

2.    B) Nonconventional

3.    C) Preconventional

4.    D) Postconventional

 

Answer:  A

Explanation:  A) At the conventional level of moral reasoning, laws become very important in determining what behaviors are right and wrong. Laws are viewed by Frank as absolute and unalterable regardless of the situation. At the postconventional level, the particular situation is taken into account.

Page Ref: 99

Skill:  Understanding

P:  .65

D:  .27

 

36) Andrea is driving home from the library at 2:00 in the morning. She stops for a red light and waits, even though no one is in sight. After looking again carefully in all directions, she drives across against the light. According to Kohlberg, what level of moral reasoning is reflected by Andrea’s decision to cross the intersection?

1.    A) Conventional

2.    B) Nonconventional

3.    C) Postconventional

4.    D) Preconventional

 

Answer:  C

Explanation:  C) Andrea is reasoning at the postconventional level of moral reasoning. By breaking the law to be on time, she is making a conscious decision with a clear understanding of the consequences. Although she probably appreciates the rationale for traffic laws, she perceives her situation as meriting an exception.

Page Ref: 99

Skill:  Understanding

P:  .57

D:  .26

 

37) Vic was struggling with a difficult math exam. Abbey, an A+ student, was not covering her paper, so Vic decided to copy some of her answers in order to avoid having to try solving the rest of the problems himself. What level of moral reasoning did Vic demonstrate?

1.    A) Conventional

2.    B) Nonconventional

3.    C) Postconventional

4.    D) Preconventional

 

Answer:  D

Explanation:  D) Vic is reasoning at the preconventional level because he is concerned only with his personal needs and is apparently not concerned about cheating. Schab’s (1980) study identified three primary reasons for why students cheat: too lazy, fear of failure, and parental pressure. In Vic’s case, he is simply too lazy to figure out the problems himself.

Page Ref: 99

Skill:  Understanding

P:  .51

D:  .50

 

38) Sue is presented with a moral dilemma and responds that she would act in a certain way to please her parents. The moral reasoning stage reflected is

1.    A) conventional.

2.    B) nonconventional.

3.    C) postconventional.

4.    D) preconventional.

 

Answer:  A

Explanation:  A) Sue is operating at the conventional level. A characteristic of thinking at this level is trying to behave in a way that will please authority figures, such as one’s parents. This is the second of Kohlberg’s three stages of moral reasoning.

Page Ref: 99

Skill:  Understanding

P:  .66

D:  .38

 

39) Which one of the following statements is TRUE regarding how Kohlberg’s theory treats social conventions relative to moral issues?

1.    A) Little differentiation between moral issues and social conventions is characteristic of this theory.

2.    B) Moral issues are regarded as more universally oriented than are social conventions.

3.    C) Social conventions are used as the basis for constructing dilemmas.

4.    D) Social conventions are viewed as inherently right or wrong and moral issues as arbitrary.

 

Answer:  A

Explanation:  A) Kohlberg’s theory has been criticized for having little differentiation between social conventions and moral issues. Because children appear to make that differentiation as early as age three, the accuracy of completeness of moral stages can be questioned. [Moral issues involve the rights of people in general; social conventions are the arbitrary rules of a particular group or culture.]

Page Ref: 98-100

Skill:  Knowledge

 

40) What is the important base for moral reasoning in both women and men, according to relevant research?

1.    A) Concern for caring and justice

2.    B) Emphasis on justice

3.    C) Importance of equality

4.    D) Sympathy for others

 

Answer:  A

Explanation:  A) Both male and female adults and children demonstrated a morality of caring and a concern for justice, according to research findings.

Page Ref: 100

Skill:  Knowledge

P:  .36

D:  .29