Educational Psychology with Virtual Psychology Labs 1st Edition by Bruce Tuckman – Test Bank

 

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Sample Test

Chapter 3 – Moral, Personal, and Psychosocial Development

 

MULTIPLE CHOICE

 

1.   Piaget examined how children understand rules and how this understanding changes with age.  What was Piaget studying?

a.	accommodation	c.	moral judgment
b.	trust vs. mistrust	d.	conventional morality

 

 

ANS:  C                    REF:   p. 91              OBJ:   Piaget’s Stages of Moral Development

 

2.   Using the methodology created by Piaget, you could classify a child’s level of moral judgment how

a.	they responded to questions about stories and games.
b.	quickly they can solve an ill-defined problem.
c.	they judge ambiguous pictures showing people in need.
d.	answer questions regarding conservation of area and volume.

 

 

ANS:  A                    REF:   p. 91              OBJ:   Piaget’s Stages of Moral Development

 

3.   If a five-year old child is in the stage of moral realism, how would she react to a story about a little boy accidentally breaking his mother’s favorite tea cup set?

a.	The girl would say that the boy’s punishment should be lessened because it was not his fault.
b.	She would think that the boy is totally responsible even though it was an accident.
c.	She would argue that the boy is blameless given that it was unintended.
d.	She would think that the boy is guilty but should not be punished.

 

 

ANS:  B                    REF:   p. 92              OBJ:   Piaget’s Stages of Moral Development

 

4.   “Rules are fixed and they don’t change regardless of the circumstances.”  This best describes the Piagetian stage of

a.	heteronomous morality.	c.	child restraint.
b.	immanent justice.	d.	distributive justice.

 

 

ANS:  A                    REF:   p. 92              OBJ:   Piaget’s Stages of Moral Development

 

5.   Mutual respect, reciprocity, and the golden rule all illustrate the Piagetian stage of

a.	preconventional morality.	c.	moral realism.
b.	conventional morality.	d.	mutuality.

 

 

ANS:  D                    REF:   p. 94              OBJ:   Piaget’s Stages of Moral Development

NOT:  WWW

 

6.   When does the child develop a sense of intentionality with regard to lying?

a.	sensorimotor stage	c.	formal operations
b.	Stage 1: Moral Realism	d.	Stage 2: Mutuality

 

 

ANS:  D                    REF:   p. 95              OBJ:   Piaget’s Stages of Moral Development

 

7.   An unidentified student makes a loud noise in class contrary to classroom rules.  Since the students are in Stage 2 Mutuality, they expect that the teacher will

a.	use group consequences to punish all since no student has identified the guilty party.
b.	use group consequences to punish all because that would ultimately affect the guilty person.
c.	punish no one since the guilty party cannot be identified.
d.	punish no one because the noise was not disruptive.

 

 

ANS:  C                    REF:   p. 95              OBJ:   Piaget’s Stages of Moral Development

 

8.   “Rules are made to be broken.”  This saying best relates to the _______ stage of moral development.

a.	moral realism	c.	distributive justice
b.	autonomy	d.	mutuality

 

 

ANS:  B                    REF:   p. 96              OBJ:   Piaget’s Stages of Moral Development

NOT:  WWW

 

9.   As a student passes from the principle of equity she now thinks

a.	we must treat everyone exactly the same.
b.	fairness means having a set of rules that cannot be broken.
c.	the “golden rule” is acceptable.
d.	we must take into account the particular circumstances in which the individual is placed.

 

 

ANS:  D                    REF:   p. 96              OBJ:   Piaget’s Stages of Moral Development

 

10.                “Should a person ever go through a red light?”  How would a student in Stage 3 of Autonomy answer that question?

a.	“No, it’s against the law.”
b.	“Maybe, if their circumstances warrant it, like to speed to the ER.”
c.	“Sure, but be sure there is no police car around.”
d.	“No, because you might get caught.”

 

 

ANS:  B                    REF:   p. 96              OBJ:   Piaget’s Stages of Moral Development

 

11.                What research method was used by Kohlberg to study moral reasoning in children?

a.	Watching children play video games.	c.	Interviewing children’s parents.
b.	Presenting children with a choice of food.	d.	Presenting children with moral dilemmas.

 

 

ANS:  D                    REF:   p. 99              OBJ:   Kohlberg’s Developmental Stages

 

12.                Zach is in Kohlberg’s Preconventional Level.  He always tries to obey his teachers.  Why?

a.	Teachers have power to give punishments and rewards.
b.	It’s the right thing to do.
c.	He wants to be a good boy.
d.	He understands that obeying the teacher will help him to learn.

 

 

ANS:  A                    REF:   p. 99              OBJ:   Kohlberg’s Developmental Stages

MSC:  JoinIn             NOT:  WWW

 

13.                Within the Preconventional Level, there are two stages.  What are these stages?

a.	good person orientation and law and order orientation
b.	punishment-obedience orientation and personal-reward orientation
c.	moral realism and mutuality
d.	social contract orientation and universal ethical principle orientation

 

 

ANS:  B                    REF:   p. 99-101       OBJ:   Kohlberg’s Developmental Stages

 

14.                Which phrase is not correctly paired with its stage or level of moral development?

a.	“You scratch my back and I’ll scratch yours.” – Personal-Reward Orientation
b.	“Golden rule” – Good Person Orientation
c.	“Justice and fairness.” – Law-and-Order Orientation
d.	“Doing the right thing.” – Conventional Moral Reasoning

 

 

ANS:  C                    REF:   p. 99-100       OBJ:   Kohlberg’s Developmental Stages

 

15.                “Should a person ever go through a red light?”  How would a student in Postconventional Moral Reasoning answer that question?

a.	“No, it’s against the law.”
b.	“Maybe, if their circumstances warrant it, like to speed to the ER.”
c.	“Sure, but be sure there is no police car around.”
d.	“No, because you might get caught.”

 

 

ANS:  B                    REF:   p. 102            OBJ:   Kohlberg’s Developmental Stages

 

16.                “Rules are not carved in stone.  This saying best relates to the _______ stage of moral development.

a.	moral realism	c.	distributive justice
b.	postconventional	d.	conventional

 

 

ANS:  B                    REF:   p. 102            OBJ:   Kohlberg’s Developmental Stages

NOT:  WWW

 

17.                A high school literature teacher picks a novel for her students to read because the main character is challenged by universal standards of justice, which is based on ________ stage of moral development.

a.	moral realism	c.	conventional
b.	preconventional	d.	postconventional

 

 

ANS:  D                    REF:   p. 102            OBJ:   Kohlberg’s Developmental Stages

 

18.                One criticism of ________ theory of moral development is that it may be biased in favor of Western culture and of males.

a.	Piaget’s	c.	Kohlberg’s
b.	Gilligan’s	d.	Erikson’s

 

 

ANS:  C                    REF:   p. 104            OBJ:   Some Limitations of Kohlberg’s Theory

 

19.                Carol Gilligan argued that the male approach to morality is ________ whereas for women the approach is ________.

a.	morality of justice; morality of caring
b.	morality of others; morality of self
c.	morality of mind; morality of spirit
d.	morality of mutuality; morality of interdependence

 

 

ANS:  A                    REF:   p. 104            OBJ:   Some Limitations of Kohlberg’s Theory

 

20.                According to Gilligan, morality is based on our responsibility to take care of others.  This is called morality of

a.	other.	c.	the collective.
b.	common good.	d.	caring.

 

 

ANS:  D                    REF:   p. 17              OBJ:   Some Limitations of Kohlberg’s Theory

NOT:  WWW

 

21.                Carol Gilligan would predict that when confronted with Kohlberg’s moral dilemma about the druggist, girls would suggest

a.	the druggist should be punished, while the husband is innocent
b.	both druggist and husband should be punished
c.	the druggist and husband could work something out rather than committing a theft
d.	the druggist is innocent, but the husband should be punished

 

 

ANS:  C                    REF:   p. 104            OBJ:   Some Limitations of Kohlberg’s Theory

 

22.                Schlaefli et al reviewed studies examining the effectiveness of training on moral development.  Their findings suggest that

a.	classroom discussions of moral dilemmas increased the students’ principled reasoning.
b.	classroom discussions of moral dilemmas decreased the students’ principled reasoning.
c.	principled reasoning can be influenced in high school, not middle school students.
d.	only peer-led discussions of moral dilemmas had any effect on reasoning.

 

 

ANS:  A                    REF:   p. 108            OBJ:   Enhancing Moral Development

 

23.                _______ attempts to use classroom discussion of moral dilemmas that are relevant to students.

a.	Moral education	c.	Moral training
b.	Moral indoctrination	d.	Values training

 

 

ANS:  A                    REF:   p. 109            OBJ:   Enhancing Moral Development

 

24.                In helping students develop their own sense of morality, it is important that they understand the difference between moral rules and

a.	moral behavior.	c.	family rules.
b.	cultural norms.	d.	the classroom’s administrative rules.

 

 

ANS:  D                    REF:   p. 109            OBJ:   Enhancing Moral Development

MSC:  JoinIn             NOT:  WWW

 

25.                “I can really understand your point of view.  It must be really tough for you to be a new kid in the school.”  This student is showing _________ towards a new student.

a.	sympathy	c.	adolescent egocentrism
b.	perspective taking	d.	optimistic bias

 

 

ANS:  B                    REF:   p. 113            OBJ:   Personal Development

 

26.                Mark is a popular eighth grader.  According to Chapter 3, which of the following characteristics is he likely to possess that contributes to his popularity?

a.	perspective taking	c.	conventional moral reasoning
b.	verbal skills	d.	optimistic bias

 

 

ANS:  A                    REF:   p. 113            OBJ:   Personal Development

 

27.                Kayla, who is in ninth grade, is telling her parents that she just can’t go to school tomorrow with that new pimple on her nose.  She keeps saying that, “They are going to laugh at me.”  This best illustrates

a.	baseline self-esteem.	c.	the personal fable.
b.	expiatory punishment.	d.	the imaginary audience.

 

 

ANS:  D                    REF:   p. 114            OBJ:   Personal Development

 

28.                “I’m not really sure who I am.”  This confusion is due to

a.	contradictions among differing selves.	c.	the personal fable.
b.	emotional loneliness.	d.	baseline self-esteem.

 

 

ANS:  A                    REF:   p. 115            OBJ:   Personal Development

MSC:  JoinIn             NOT:  WWW

 

29.                Baseline self-esteem is to _______ as barometric self-esteem is to _________.

a.	social; culture	c.	stability; fluctuating
b.	emotion; cognition	d.	conditional; unconditional

 

 

ANS:  C                    REF:   p. 115            OBJ:   Personal Development

 

30.                Mrs. Holmes, a ninth grade teacher, has a student who has low self-esteem.  Mrs. Holmes is very concerned about this student.  Based on research, what can she do to promote self-esteem?

a.	She can treat the student like she would any other student.
b.	She can help the student in domains that are of value to the student.
c.	She can lower expectations so that the student can be successful.
d.	She can temporarily give her special privileges.

 

 

ANS:  B                    REF:   p. 116            OBJ:   Personal Development

 

31.                “I have lots of friends, but I’m not really close to any of them.”  This student is experiencing ______ loneliness.

a.	emotional	c.	psychological
b.	social	d.	peer

 

 

ANS:  A                    REF:   p. 116            OBJ:   Personal Development

 

32.                Your friends can you give you guidance and advice about personal problems.  This is _______ support that friends provide.

a.	instrumental	c.	cognitive
b.	esteem	d.	informational

 

 

ANS:  D                    REF:   p. 117            OBJ:   Personal Development

NOT:  WWW

 

33.                Which of the following characteristics is the most critical to a child’s popularity in school?

a.	verbal skills	c.	social skills
b.	critical thinking skills	d.	sense of humor

 

 

ANS:  C                    REF:   p. 118            OBJ:   Personal Development

 

34.                Parenting styles can be described along two dimensions and they are

a.	approachability and verbal fluency.	c.	responsiveness and creativity.
b.	creativity and approachability.	d.	demandingness and responsiveness.

 

 

ANS:  D                    REF:   p. 119            OBJ:   Personal Development

 

35.                Consider these parents:  They set rules for their children and explain the rationale to them when asked.  Mom and dad do not hesitate to enforce these rules when the children break them.  The style of these parents is

a.	authoritative.	c.	expressive.
b.	authoritarian.	d.	conventional.

 

 

ANS:  A                    REF:   p. 119            OBJ:   Personal Development

 

36.                Which of the following parenting styles is the best for adolescents and why?

a.	Authoritarian –these parents provide high, clear standards for behavior.
b.	Authoritative – these parents provide the necessary balance between control and autonomy.
c.	Permissive – they let the adolescent discover their hidden self.
d.	Expressive – they let the adolescent express their needs, wants, and frustrations.

 

 

ANS:  C                    REF:   p. 119            OBJ:   Personal Development

MSC:  JoinIn             NOT:  WWW

 

37.                Braden likes making things in school like pictures and crafts, and he does a good job. According to Erikson, he would be in the ______ stage of psychosocial development.

a.	productive versus impoverished	c.	initiative versus guilt
b.	industry versus inferiority	d.	creation versus stagnation

 

 

ANS:  B                    REF:   p. 122            OBJ:   Erikson’s Stages

 

38.                For a student in the industry versus inferiority stage, what is the optimal environment for development?

a.	One that is in between being restrictive and totally without structure.
b.	One without restrictions to let the child be expressive and productive.
c.	One that includes role models for exploration and discovery.
d.	One that includes role models who are tolerant of change.

 

 

ANS:  A                    REF:   p. 123            OBJ:   Erikson’s Stages

 

39.                Katelyn, a 17 year old, is currently exploring career options, but has not made any decisions.  She is experiencing what Marcia called

a.	moratorium.	c.	identity diffusion.
b.	identity versus confusion.	d.	identity foreclosure.

 

 

ANS:  A                    REF:   p. 124            OBJ:   Erikson’s Stages

 

40.                An adolescent is experiencing identity achievement.  Which of the following would most likely be true of this adolescent?

a.	She has accepted a predetermined path described by a parent.
b.	She has been thinking, but has made no decisions.
c.	She is thinking about how to be more generative.
d.	She would be self-directed, a good problem solver, and cooperative.

 

 

ANS:  D                    REF:   p. 124            OBJ:   Erikson’s Stages

MSC:  JoinIn             NOT:  WWW

 

41.                Of the states described by Marcia, which one is most likely to be associated with the adolescent that has the poorest relationship with parents, anxiety, and other psychological problems?

a.	despair	c.	identity diffusion
b.	moratorium	d.	identity foreclosure

 

 

ANS:  C                    REF:   p. 124            OBJ:   Erikson’s Stages

 

42.                A young adult named Miranda is experiencing exactly what Erikson would predict of young adulthood.  What would that be?

a.	Miranda is trying to establish her identity.
b.	Miranda is confronted with the crisis of intimacy versus isolation.
c.	Miranda is learning she is productive and can create things of value.
d.	Miranda is experiencing generativity.

 

 

ANS:  B                    REF:   p. 125-126     OBJ:   Erikson’s Stages

 

43.                A veteran teacher with over 25 years of experience is experiencing generativity.  Which of the following is the best illustration of generativity?

a.	helping a first year teacher
b.	exploring other career options
c.	discussion with fellow teachers about the good old days
d.	going on a vacation to relax

 

 

ANS:  A                    REF:   p. 126            OBJ:   Erikson’s Stages

 

44.                An African-American teacher believes that her race is very important to her self-concept.  This is called

a.	racial integration.	c.	racial achievement.
b.	racial regard.	d.	racial centrality.

 

 

ANS:  D                    REF:   p. 130            OBJ:   Racial Identity

 

45.                Research has shown that African American students classified as _________ are the most successful of the four racial identity profiles.

a.	idealized	c.	private
b.	alienated	d.	high affinity

 

 

ANS:  A                    REF:   p. 130            OBJ:   Racial Identity

 

MATCHING

 

 

a.	characteristic of the stage of moral realism	f.	adolescent stage according to Erikson
b.	ability to understand thoughts and feelings of others	g.	choosing friends based on similarity
c.	what you dread becoming	h.	approach to morality that stresses relationships
d.	method used by Kohlberg to study moral development	i.	lacking closeness and intimacy
e.	lacking social contacts and relationship	j.	what you would like to be

 

 

1.   feared self

 

2.   social loneliness

 

3.   identity vs. confusion

 

4.   selective association

 

5.   objective responsibility

 

6.   emotional loneliness

 

7.   ideal self

 

8.   moral dilemma

 

9.   perspective taking

 

10.                morality of caring

 

1.   ANS:  C                    REF:   p. 115

 

2.   ANS:  E                    REF:   p. 116

 

3.   ANS:  F                    REF:   p. 123

 

4.   ANS:  G                    REF:   p. 118

 

5.   ANS:  A                    REF:   p. 92

 

6.   ANS:  I                     REF:   p. 116

 

7.   ANS:  J                     REF:   p. 115

 

8.   ANS:  D                    REF:   p. 99

 

9.   ANS:  B                    REF:   p. 113

 

10.                ANS:  H                    REF:   p. 104

 

 

a.	rules serve individual right	f.	stable sense of self
b.	belief that something special or unique about you	g.	avoiding making decisions
c.	people who share a common status	h.	rules are obeyed to avoid punishment
d.	allows the wrongdoer to pay penance	i.	current struggle to make choices
e.	difficulty to distinguish between one’s thoughts and others	j.	behavior that is kind

 

 

11.                preconventional

 

12.                adolescent egocentrism

 

13.                baseline self-esteem

 

14.                postconvetional

 

15.                peers

 

16.                identity diffusion

 

17.                personal fable

 

18.                moratorium

 

19.                prosocial behavior

 

20.                expiatory punishment

 

11.                ANS:  H                    REF:   p. 99

 

12.                ANS:  E                    REF:   p. 114

 

13.                ANS:  F                    REF:   p. 115

 

14.                ANS:  A                    REF:   p. 102

 

15.                ANS:  C                    REF:   p. 117

 

16.                ANS:  G                    REF:   p. 133

 

17.                ANS:  B                    REF:   p. 115

 

18.                ANS:  I                     REF:   p. 124

 

19.                ANS:  J                     REF:   p. 113

 

20.                ANS:  D                    REF:   p. 93

 

TRUE/FALSE

 

1.   Moral development refers to a person’s sense of self.

 

ANS:  F                    REF:   p. 91

 

2.   Piaget used the game of marbles to study moral judgment in children.

 

ANS:  T                    REF:   p. 91

 

3.   Expiatory punishment refers to an eye for an eye and tooth for a tooth.

 

ANS:  F                    REF:   p. 93

 

4.   Treating everyone the same is called distributive justice.

 

ANS:  T                    REF:   p. 94

 

5.   Conventional moral reasoning emphasizes individual rights and conscience.

 

ANS:  F                    REF:   p. 99

 

6.   Moral reasoning and moral behavior are the same thing.

 

ANS:  F                    REF:   p. 103

 

7.   Plus-one matching is a technique to help students experience disequilibrium in the moral      reasoning.

 

ANS:  T                    REF:   p. 109

 

8.   Your self-esteem is your sense of worth and well-being.

 

ANS:  T                    REF:   p. 115

 

9.   If your friends congratulate you on your success, they are providing esteem support.

 

ANS:  T                    REF:   p. 117

 

10.                A student is in identity foreclosure if they have thought about their direction in life and have            made a commitment.

 

ANS:  F                    REF:   p. 124

 

ESSAY

 

1.   Why should a teacher care about moral, personal, and psychosocial development?

 

ANS:

Not provided

 

2.   Describe how a student in moral realism, mutuality, and autonomy stages would react to cheating     on a test.

 

ANS:

Not provided

 

3.   Describe how a student in preconventional, conventional, and postcoventional levels would react to driving over the speed limit.

 

ANS:

Not provided

 

4.   What can a teacher do to help his students develop their moral reasoning and judgment?

 

ANS:

Not provided

 

5.   How would the imaginary audience and personal fable explain why some adolescents engage in      risky behaviors and make poor choices?

 

ANS:

Not provided

 

6.   Describe self-concept and its dimensions.  Do this by creating a realistic person.

 

ANS:

Not provided

 

7.   Who is popular in a school and why?

 

ANS:

Not provided

 

8.   Describe the effects of the four distinct parenting styles.  Be sure to provide examples for the          styles from television, movies, or literature.

 

ANS:

Not provided

 

9.   Select on the stages of psychosocial development developed by Erikson.  Create a brief profile of   a person who is experiencing that particular stage.

 

ANS:

Not provided

 

10.                Given your age, in what stage of psychosocial development are you?  Describe how your     experiences support or fail to support how Erikson described the stage.

 

ANS:

Not provided

 

Chapter 5 – Learners With Exceptionalities

 

MULTIPLE CHOICE

 

1.   Nanci is a sixth grader who needs an individualized program for reading and physical therapy.  She would be classified as a(n)

a.	disabled learner.	c.	mentally retarded learner.
b.	exceptional learner.	d.	special needs learner.

 

 

ANS:  B                    REF:   p. 183            OBJ:   Background

 

2.   When we use the term exceptionality, it does not necessarily mean the individual possess a(n)

a.	handicap.	c.	disorder.
b.	diagnosis.	d.	IEP.

 

 

ANS:  A                    REF:   p. 183            OBJ:   Background

 

3.   The new system of classification called curriculum-based assessment, classifies students in terms of

a.	age.
b.	severity of exceptionality.
c.	the extent to which they are learning the curriculum.
d.	IQ scores.

 

 

ANS:  C                    REF:   p. 184            OBJ:   Background

 

4.   The primary purpose of the federal law Individuals with Disabilities Education Act is to

a.	provide appropriate special education  to all children with disabilities.
b.	mandate IEP for all students.
c.	provide financial assistance to local school districts.
d.	mandate the qualifications of special education teachers.

 

 

ANS:  A                    REF:   p. 5                OBJ:   Background

 

5.   Which of the following is not among the components of Individuals with Disabilities Education Act?

a.	least restrictive environment
b.	free and appropriate public education
c.	parent and student shared decision making
d.	required participation in research

 

 

ANS:  D                    REF:   p. 184            OBJ:   Background   MSC:  JoinIn

NOT:  WWW

 

6.   The Individualized Education Program form includes all but one of the following categories.  Which one is not part of the form?

a.	educational needs of students	c.	supplemental aids and services
b.	research rationale for intervention	d.	short-term goals

 

 

ANS:  B                    REF:   p. 187            OBJ:   Special Education

 

7.   One shortcoming of many Individualized Education Programs is they typically

a.	are too long.
b.	are not created with parental involvement.
c.	are created with inaccurate data on the student’s ability.
d.	do not have enough detail about what will be done for the student to reach stated goals.

 

 

ANS:  D                    REF:   p. 186-187     OBJ:   Special Education

 

8.   To the extent possible, learners with disabilities should be educated with non-disabled learners.  This is known as the concept of

a.	immersion.	c.	IEP.
b.	least restrictive environment.	d.	zero reject.

 

 

ANS:  B                    REF:   p. 189            OBJ:   Special Education

 

9.   A least restrictive environment would be appropriate as long as

a.	the student’s needs are being met.
b.	it includes time spent in a regular classroom.
c.	it is approved by the regular classroom teacher.
d.	the student spends time with other learners with disability.

 

 

ANS:  A                    REF:   p. 189            OBJ:   Special Education

 

10.                Darin has an IEP.  IN the program, it is stated that she is to be educated in a regular classroom.  Including her in a regular classroom illustrates the idea of

a.	immersion.	c.	inclusion.
b.	zero reject.	d.	differential acceptance.

 

 

ANS:  C                    REF:   p. 189            OBJ:   Special Education

MSC:  JoinIn             NOT:  WWW

 

11.                Mr. and Mrs. Norman believe that their mentally retarded son, David should be placed in a regular classroom.  What advantage would David’s classmates experience?

a.	interaction with a student with disabilities
b.	more supervision by administrators
c.	more funding would flow into that classroom allowing purchase of more computers
d.	they would see how adults can effectively work together to help others

 

 

ANS:  A                    REF:   p. 190            OBJ:   Special Education

 

12.                Mrs. Davies is the inclusion specialist for Simmons Elementary School.  A recent evaluation by her supervisor noted a common shortcoming seen in other inclusion specialists.  What is that shortcoming?

a.	writing an IEP that is too detailed
b.	focusing just on students with disabilities and not all students
c.	not working with regular classroom teachers
d.	not giving parents enough information about their son or daughter’s abilities

 

 

ANS:  B                    REF:   p. 190            OBJ:   Special Education