Ch.13 Moral Development, Values, and Religion Full Test Bank - Topical Lifespan Development 9e Complete Test Bank by John Santrock. DOCX document preview.

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Ch.13 Moral Development, Values, and Religion Full Test Bank

Chapter 13

Test Bank

1. Changes in thoughts, feelings, and behaviors regarding standards of right and wrong are termedA. moral development.B. conscience development.C. religious devotion.D. spiritual awakening.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Moral Development2. Which dimension of moral development regulates social interactions and arbitrates conflict?A. intrapersonalB. interpersonalC. communityD. culturalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Moral Development3. When children think of justice and rules as unchangeable properties of the world that are out of the control of people, they are displayingA. relativistic justice.B. autonomous morality.C. heteronomous morality.D. homonomous morality.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory4. Mack's brother suggests they change the rules of the game they are playing. Mack protests and insists that rule-changing is not allowed. Mack isA. meting out immanent justice.B. an autonomous thinker.C. a heteronomous thinker.D. a type A personality.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory5. During what age period do children transition between Piaget's heteronomous and autonomous morality?A. 4 to 7 yearsB. 7 to 10 yearsC. 10 to 14 yearsD. 14 to 17 yearsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory6. When children become aware that rules and laws are created by people, and can judge action by considering the actor's intentions as well as the consequences, they are displayingA. immanent justice.B. homonomous morality.C. heteronomous morality.D. autonomous morality.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory7. Carter spills his orange juice while playing at the table. He refutes his punishment by insisting that the incident was an accident. Carter is displayingA. autonomous morality.B. heteronomous morality.C. immanent justice.D. punishment of intent.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory8. Young children believe that when a rule is broken, punishment will follow inevitably. This is a belief inA. immanent justice.B. moral justice.C. concrete imperatives.D. authoritative control.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory9. Ellie's mom bumps into her, and Ellie's juice is spilled as a result. Since Ellie spilled her juice, she's expecting her mom to yell at her, but is surprised when she receives no punishment. Ellie believed inA. immanent justice.B. intent dependent justice.C. social understanding.D. autonomous reasoning.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory10. Trenton suggests a rule change to a game he and his friends are playing. His friends agree, and they play with the new rules. According to Piaget, Trenton and his friends showA. heteronomous morality.B. autonomous morality.C. relativistic morality.D. immanent justice.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory11. According to Piaget, parent–child relations are less likely to foster moral development than peer relations, becauseA. parents are inconsistent in delivering consequences for broken rules.B. peers are less likely to allow negotiation and reasoning about broken rules.C. parents hand down rules and punishment in an authoritarian way.D. peers settle disagreements by instituting clear and immediate social sanctions.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory12. Abby slows down when she sees a police car on the road, because she doesn't want to get a speeding ticket. What stage of Kohlberg's morality does this demonstrate?A. postconventionalB. conventionalC. heteronomousD. autonomousAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's StagesTopic: Middle and Late Childhood13. Cassidy's mother is angry when she discovers writing on the bedroom door. Cassidy replies, "But it is not right to invade one’s privacy. I’m writing the note on the door to remind everyone of this universal human right." Cassidy is exhibitingA. conventional thinking.B. a social systems morality.C. heteronomous thinking.D. postconventional reasoning.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's StagesTopic: Middle and Late Childhood14. What main method did Kohlberg use to evaluate moral reasoning?A. interviews about children's personal moral behaviorB. interviews to learn children’s reactions to moral dilemma storiesC. multi-setting observationD. standardized testingAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's TheoryTopic: Middle and Late Childhood15. Taetem is interviewed while participating in a protest. Taetem states that she has the right to express her opinion, but so does anyone else who disagrees with her. Which moral level does Taetem's statement reflect?A. postconventionalB. conventionalC. unconventionalD. preconventionalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's StagesTopic: Middle and Late Childhood16. At which stage of Kohlberg's theory does a person reason that values, rights, and principles transcend the law?A. heteronomous moralityB. mutual interpersonal expectations, relationships, and interpersonal conformityC. social systems moralityD. social contract or utility and individual rightsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early AdulthoodTopic: Kohlberg's Stages17. A person arrested for robbery states, "I stole the documents, and I am willing to pay my dues, but at least now the public is safer having this important safety information that the company was concealing." Which moral level does this statement reflect?A. conventionalB. unconventionalC. preconventionalD. postconventionalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early AdulthoodTopic: Kohlberg's Stages18. Brent argues that laws should only exist to preserve and protect fundamental human rights. Brent seems to be at which of Kohlberg’s stages of moral development?A. heteronomous moralityB. mutual interpersonal expectations, relationships, and interpersonal conformityC. social contract or utility and individual rightsD. universal ethical principlesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early AdulthoodTopic: Kohlberg's Stages19. Allan is visiting a country where it is illegal to give money to panhandlers, but he feels such pangs of conscience that he ignores the law and gives freely to the impoverished children begging for food. Which moral stage does this demonstrate?A. individualism, instrumental purpose, and exchangeB. mutual interpersonal expectations, relationships, and interpersonal conformityC. social systems moralityD. universal ethical principlesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early AdulthoodTopic: Kohlberg's Stages20. When presented with Kohlberg's well-known Heinz dilemma, McKenzie's response is, "It is against the law to steal. The husband should find another way to get the drug." McKenzie is in which stage of moral development?A. mutual interpersonal expectations, relationships, and interpersonal conformityB. individualism, instrumental purpose, and exchangeC. social systems moralityD. universal ethical principlesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early AdulthoodTopic: Kohlberg's Stages21. "What goes around comes around." This adage characterizes Kohlberg's ____ stage.A. social contract or utility and individual rightsB. social systems moralityC. universal ethical principlesD. individualism, instrumental purpose, and exchangeAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: Kohlberg's Stages22. Hector became a police officer because he believes that members of society prosper from understanding social order, law, justice, and duty. On what moral level does he reason?A. preconventionalB. conventionalC. postconventionalD. heteronomousAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: Kohlberg's Stages23. At school, Drew behaves in morally acceptable ways primarily to win the approval of his teachers. Which stage of conventional reasoning does this demonstrate?A. mutual interpersonal expectations, relationships, and interpersonal conformityB. heteronomous moralityC. individualism, instrumental purpose, and exchangeD. universal ethical principlesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: Kohlberg's Stages24. Piaget and Kohlberg agree thatA. peer relations challenge children to advance their moral reasoning.B. biological processes must mature for morality to develop.C. children learn morality through consequences of behavior.D. morality is a critical period that must be reached by childhood.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Influences on Kohlberg's StagesTopic: Middle and Late ChildhoodTopic: Piaget's Theory25. Moral "lessons" slightly beyond children's cognitive levels will motivate them to restructure their moral thought and promote advanced moral reasoning. This statement is closely tied to the concept(s) ofA. social observational learning.B. dishabituation and habituation.C. disequilibrium and equilibrium.D. rewards and punishments in behaviorism.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Influences on Kohlberg's StagesTopic: Middle and Late Childhood26. Narváez and Hill (2010) report that a higher level of _____ was linked to open mindedness, a growth mindset, and higher moral judgment.A. autonomous reasoningB. heteronomous reasoningC. multicultural experienceD. universal reasoningAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Emerging AdulthoodTopic: Kohlberg's Critics27. Which of the following did Kohlberg believe to be critical to an individual's moral development?A. direct instructionB. parent–child relationshipsC. peer interactionsD. socioeconomic statusAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Influences on Kohlberg's StagesTopic: Middle and Late Childhood28. Which of the following statements represents a criticism of Kohlberg's theory of moral development?A. Too much emphasis on the influence of environment in moral development.B. Too much emphasis on the biological underpinnings of moral development.C. Intuitive gut reaction is often more demonstrative of moral level than thought or reasoningD. Thought, not action, is more often demonstrative of moral level.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics29. Which of the following is an example of practical example of the criticism of mismatch between moral thought and moral behavior in Kohlberg's theory?A. Adults admonish children to not do things that they themselves do, like smoking.B. Many terrorists believe that their behavior—the killing of others—is ultimately moral in nature.C. Some individuals are able to view themselves as a part of the universe rather than only of humanity.D. In the Heinz dilemma, many individuals choose to let the spouse die rather than steal the needed medicine.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics30. Which of the following statements is TRUE of Kohlberg's theory as it applies across cultures?A. Support for Kohlberg's first four stages was shown across most cultures, but stages 5 and 6 have not been found in some cultures.B. Support for Kohlberg's last two stages was shown across most cultures, with more diversity at stages 1–4.C. None of Kohlberg's stages hold up across cultures.D. All of Kohlberg's stages are similarly represented across cultures.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: AdulthoodTopic: Kohlberg's CriticsTopic: Middle and Late Childhood31. In what way is Kohlberg's theory culturally biased?A. Many people in non-Western cultures do not achieve the higher stages of moral development.B. Kohlberg's scoring system does not recognize the higher-level moral reasoning of certain cultures.C. Some cultures do not recognize the idea of morality but, rather, think in terms of individual survival.D. Kohlberg's theory is not culturally biased. It captures the essence of moral thinking in all cultures.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics32. According to Carol Gilligan, Kohlberg’s theory has a justice perspective, which puts emphasis onA. universal ethics.B. laws and punishment.C. interpersonal communication, relationships, and connectedness.D. abstract principals and individual action.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics33. Based on research looking at Gilligan's care perspective versus Kohlberg's justice perspective (not including Gilligan’s own research), at least one study showed thatA. males are more likely to use care perspectives than females.B. females are more likely to use a justice perspective than males.C. girls are slightly more likely to use a care perspective than males.D. girls are more cognizant of which care perspective they are using in moral reasoning.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics34. Gilligan’s care perspective on moral behavior emphasizesA. connectedness, interpersonal communication, care for others, and relationships.B. the rights of the individual.C. that individuals stand alone and independently make moral decisions.D. social customs and conventions.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics35. According to Carol Gilligan’s research, when interpreting moral dilemmas, girls more often employA. a justice perspective.B. a care perspective.C. autonomous reasoning.D. social conventional rigors.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics36. Carol Gilligan criticized Kohlberg's theory forA. emphasizing relationships and concern for others.B. discounting the justice perspective and female reasoning patterns.C. discounting the care perspective and female reasoning patterns.D. minimizing cultural traditions and practices.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics37. Doubt has been cast on Carol Gilligan's assertion about females and the care perspective becauseA. the theory is not testable.B. her predictions are only valid for females.C. the "distinctive voice" concept is true only of females in middle age.D. some research studies have shown no major differences between boys and girls using the care or justice perspective.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics38. Walter Mischel purports that self-control is strongly influenced byA. religious participation.B. biological underpinnings.C. cognitive factors.D. temperament.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Self-Control39. Which theory of morality emphasizes the distinction between individuals' ability to perform moral behavior and actual moral behavior in specific situations?A. justice perspectiveB. psychoanalyticC. social conventionD. social cognitiveAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Social Cognitive Theory40. According to Freud's psychoanalytic theory, what is the foundation of moral behavior?A. guilt and the desire to avoid feeling guiltyB. cognitive factorsC. self-regulation and self-worthD. rewards and punishmentAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Psychoanalytic Theory41. Kierra is tempted to cheat on a test but chooses not to. According to psychoanalytic theory, what keeps Kierra from cheating?A. self-punitive guiltB. empathy for others who won't score as wellC. warnings and lessons from caregiversD. extrinsic and intrinsic rewardsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Psychoanalytic Theory42. What is the moral branch of the personality in psychoanalytic theory?A. superegoB. egoC. idD. conscienceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Psychoanalytic Theory43. What are the two main components of the superego?A. ego and idB. ego ideal and conscienceC. guilt and motivation to avoid feeling guiltyD. sexual attraction and sexual repressionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Psychoanalytic Theory44. Clarissa resists peer pressure to smoke a cigarette. She feels proud of herself for maintaining her personal and family standards of behavior. According to psychoanalytic theory, she is being rewarded by herA. id.B. ego.C. ego ideal.D. conscience.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: Psychoanalytic Theory45. Mia yields to peer pressure to smoke a cigarette. She feels guilty and worthless for not living up to her personal and family standards of behavior. According to psychoanalytic theory, she is being punished by herA. id.B. ego.C. ego ideal.D. conscience.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdolescenceTopic: Psychoanalytic Theory46. According to Kochanska and her colleagues (2002), young childrenA. do not feel guilt.B. are aware of right and wrong.C. indicate pleasure following doing something wrong.D. do not have the capacity to show empathy toward others.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Moral Feeling47. Maya experiences a deep emotional reaction when she speaks to Stephanie about the death of Stephanie's son. Maya imagines herself in Stephanie's situation and feelsA. empathy.B. sympathy.C. conscience.D. guilt.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Empathy48. An experimenter pretends to hurt her knee in front of a child to see how the child reacts to another's emotional response. This experimenter is studyingA. temptation.B. delay of gratification.C. empathy.D. conscience.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: EmpathyTopic: Middle and Late Childhood49. In the contemporary perspective on moral development, what do many psychologists believe about children's moral development?A. Parents' modeled standards and behaviors are the primary contributors to moral development.B. Biological predisposition primarily influences moral development.C. Both positive feelings and negative feelings contribute to moral development.D. Extrinsic rewards and punishments are the primary influences on moral development.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Moral Feeling50. Which of the following hypothesizes a possible core of moral personality?A. moral personalityB. psychoanalytic theoryC. social cognitive theoryD. Kohlberg's theoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdulthoodTopic: Moral Exemplars51. According to Lawrence Walker's work on moral development, a lifelong charity worker, volunteer, and philanthropist would be considered a(n)A. cosmic perspective-taker.B. social-conventional thinker.C. empathic example.D. moral exemplar.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: AdulthoodTopic: Moral Exemplars52. Drivers stop when a traffic light turns red. This is an example of aA. social convention.B. cultural tradition.C. moral rule.D. justice concept.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Domain Theory53. It is unacceptable to lie, steal, cheat, or hurt someone. These are examples ofA. social conventions.B. cultural traditions.C. moral rules.D. justice concepts.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Domain Theory54. Nine-year-old Kara accidentally let the cat out. Her mother calmly explains, "It's too cold for the cat to stay outside tonight, and it takes a long time to look for him and get him back in. Please try to be more careful when you open the door next time." Kara will likely react byA. becoming angry and physically aggressive.B. becoming anxious and worried that she will upset her mother again.C. understanding that letting the cat out is not good for the cat or her mother.D. running to her room, screaming and crying.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: Middle and Late ChildhoodTopic: Parenting55. Diego is with his 7-year-old son when he discovers a lost wallet. He wants his son to grow up to be a moral person so heA. says, "Wow, I bet the owner is very worried about this wallet. What should we do with it?" They turn in the wallet and talk about the situation on the way home.B. exclaims, "Finders-keepers, losers-weepers!"C. gives it to the manager of the store without discussing it with his son.D. throws it into the trashcan.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: Middle and Late ChildhoodTopic: Parenting56. Ross Thompson (2006) asserts that children are moralA. exemplars.B. apprentices.C. characters.D. learners.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: Middle and Late ChildhoodTopic: Parenting57. John Dewey believed that a school's classroom rules and the moral orientation of the teachers and administrators create a moral atmosphere and, in turn, aA. moral education.B. hidden curriculum.C. values clarification opportunity.D. relativistic moral code.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Hidden CurriculumTopic: Middle and Late Childhood58. Proponents of _____ believe that certain behaviors are wrong and that every school should have an explicit moral code that teaches students what is right and wrong.A. a values clarification programB. a hidden curriculumC. character educationD. the social cognitive theory of moralityAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Character EducationTopic: Middle and Late Childhood59. How many U.S. states currently have mandates to include character education in school curriculum?A. 10B. 24C. 30D. 40Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Character EducationTopic: Middle and Late Childhood60. A recent emphasis within character education includes helping others and being sensitive to the feelings of others. This involves adopting a(n) _____ perspective.A. careB. justiceC. "eye for an eye"D. cognitive moralAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Character EducationTopic: Middle and Late Childhood61. Students are more likely to cheat under which of the following conditions?A. when teachers closely monitor testingB. when student scores are kept privateC. when consequences for cheating are clearD. when students know their peers are cheatingAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Middle and Late ChildhoodTopic: Values Clarification62. An approach to moral instruction that encourages students to define their own principles and recognize the standards of others is calledA. the hidden curriculum.B. social convention identification.C. moral education.D. values clarification.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: Middle and Late ChildhoodTopic: Values Clarification63. Layton Jr. High is offering a course in which students discuss concepts such as democracy, trust, justice, and community. This is an example ofA. cognitive moral education.B. character education.C. observational moral education.D. hidden curriculum.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: Cognitive Moral EducationTopic: Middle and Late Childhood64. Melissa and Andrea went to Peru with their parents to help build a school for local villagers. They participated inA. empathic service.B. service learning.C. cognitive moral education.D. the hidden curriculum.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Service Learning65. Derek went to Peru with his parents to help build a school for local villagers. What is a likely outcome of this experience for Derek?A. He is concerned about choosing a career that will secure a steady income.B. He prefers to spend more time alone.C. He gets better grades, sets more goals, and has higher self-esteem.D. He renounces his parents' financial comfort and sleeps on the floor.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Service Learning66. Service learning will generate positive outcomes for youth when which of the following conditions are met?A. Students are assigned challenging projects.B. They have opportunities to reflect about their participation.C. They work in single-sex groups.D. They engage in activities focused on helping at-risk youth.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Service Learning67. Sydney feels great pressure from his parents to get good grades, but he doesn't like math or history, and he thinks those teachers are boring and don't care about students. His best friend recently cheated on a math test and received a passing grade. Sydney could be at risk for which of the following?A. academic probationB. depressionC. cheatingD. high blood pressureAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Cheating68. Martina participates in a group that discusses social responsibility and the experiences of others. Adults coach the group about ethical decision making and promote caring behaviors. This is an example ofA. an integrative approach to moral education.B. service learning.C. establishing community standards.D. cognitive moral education.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Integrative Approach69. According to Narváez, integrative classroom environments focus on all of the following EXCEPTA. empathy and perspective taking.B. ethics.C. punishment and reinforcement.D. social engagement.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Integrative Approach70. The motivation to return a Christmas card when someone sends you one is based on the principal ofA. altruism.B. reciprocity.C. sympathy.D. guilt avoidance.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Altruism and Reciprocity71. Rena contributes 10 percent of her income to her church every month. Some argue that Rena does this because she benefits from the services and sense of community the church offers her. They argue the concept ofA. altruism.B. reciprocity.C. sympathy.D. guilt avoidance.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdulthoodTopic: Altruism and Reciprocity72. William Damon proposes that children ages 3 years and younger share MOST often forA. adult encouragement and praise.B. anticipated reciprocation.C. non-empathetic reasons such as fun or out of imitation.D. altruistic reasons.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: InfancyTopic: Sharing and Fairness73. Four-year-old Bennett shares a favorite toy. According to William Damon (1988), Bennett is MOST likely motivated by a sense ofA. equality.B. obligation.C. moral duty.D. benevolence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Early ChildhoodTopic: Sharing and Fairness74. To a 6-year-old child, being fair would MOST likely mean givingA. an equal amount to all.B. more to her/himself than to others.C. more to those who are disadvantaged.D. more to those who work the hardest.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Middle and Late ChildhoodTopic: Sharing and Fairness75. Hank is angered when his younger brother receives the same amount of allowance as he does. "I do twice as many chores as him!" Hank expects fairness according toA. age.B. equality.C. benevolence.D. merit.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Middle and Late ChildhoodTopic: Sharing and Fairness76. At an Easter egg hunt, the small children are allowed to start hunting a few minutes before the older children begin. This is an example of fairness according toA. benevolence.B. equality.C. merit.D. altruism.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Early ChildhoodTopic: Sharing and Fairness77. Although finances are tight, William contributes 10 percent of his income to a local charity purely in the interest of helping others. This is an act ofA. reciprocity.B. fairness.C. gratitude.D. altruism.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdulthoodTopic: Altruism and Volunteerism78. For children, the most immediate stimulation of sharing is provided by theA. desire to obey adult authority figures.B. give-and-take of peer requests and arguments.C. saliency of the item in dispute.D. feelings of shame, guilt, and empathy.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Early ChildhoodTopic: Sharing and Fairness79. Amelia is very thankful that her friend took the time to pick her up from the airport with her favorite coffee drink. Amelia's feelings are an example ofA. gratitude.B. forgiveness.C. empathy.D. altruism.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdulthoodTopic: Prosocial Behavior80. Which of the following regarding forgiveness is NOT true based on the results of a recent study of forgiveness?A. Individuals are more likely to forgive family members than non-family members.B. Individuals are especially swayed by peer pressure in their willingness to forgive others.C. Women are more likely to forgive than men.D. Individuals are more likely to forgive those who are dead than to forgive those who are alive.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdulthoodTopic: Prosocial Behavior81. Volunteerism in older adults has been linked to all of the following EXCEPTA. decreased anxiety.B. decreased depression.C. positive affect.D. decreased immune system functioning.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Altruism and VolunteerismTopic: Late Adulthood82. A recent large-scale U.S. study revealed which of the following regarding volunteering and older adults?A. Volunteerism decreases with age.B. Older adults who volunteer have higher levels of stress hormones.C. Helping others is linked with a reduced mortality rate.D. Volunteering increases depressive and anxiety symptoms.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Altruism and VolunteerismTopic: Late Adulthood83. Age-inappropriate actions and attitudes that violate family expectations, societal norms, and personal or property rights of others describeA. a conduct disorder.B. juvenile delinquency.C. power assertion.D. ego-destruction.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Conduct Disorder84. Approximately what percentage of children shows serious conduct problems?A. 2 percentB. 5 percentC. 8 percentD. 12 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Conduct DisorderTopic: Middle and Late Childhood85. Juvenile delinquency arrests involveA. more offenses against people than property offenses.B. more drug offenses than property offenses.C. more males than females.D. mostly drug offenses for males and property offenses for females.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdolescenceTopic: Juvenile Delinquency86. Eight-year-old Max regularly displays antisocial behavior and destroys property. His early onset antisocial behavior is associated with which of the following outcomes?A. more mental health and relationship problems in emerging adulthoodB. reduced signs of juvenile delinquencyC. decreased risk for being a victim of violenceD. increased risk for being a victim of violenceAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Antisocial BehaviorTopic: Late Childhood87. Which of the following conditions is NOT linked to juvenile delinquency?A. lack of parental monitoring of adolescentsB. having an older sibling who is a high achieverC. having delinquent peersD. repeated family povertyAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Causes of Juvenile Delinquency88. Incidence of juvenile delinquency is less frequent whenA. a family has a high socioeconomic status.B. there are a large number of children in the house.C. the age of the mother lowD. there is a lack of parental monitoring.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdolescenceTopic: Causes of Juvenile Delinquency89. Which of the following cognitive factors is NOT linked with juvenile delinquency?A. low self-controlB. low intelligenceC. lack of sustained attentionD. emotional personality traitsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdolescenceTopic: Causes of Juvenile Delinquency90. Beliefs and attitudes about the way things should be according to what is important to an individual areA. values.B. schemas.C. scripts.D. priority concepts.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Values91. Research shows that over the last several years, college-aged students are placing more value onA. family relationships.B. environmental issues.C. financial gain.D. global aide and travel.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Values92. According to Pamela King and her colleagues, a feeling for experiencing something beyond oneself in a transcendent manner and living in a way that benefits others and society is referred to asA. conscience.B. morality.C. spirituality.D. a care perspective.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Religion and Spirituality93. Jimmy feels motivated to leave the religion of his parents and seek out the religion in which he can believe. What age group is Jimmy MOST likely in?A. childhoodB. adolescenceC. early adulthoodD. middle adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality94. Sixteen-year-old Natalie participates often in church and has a strong religious belief. Compared with her non-religious peers, Natalie is less likely toA. avoid recreational drug use.B. be economically challenged.C. be depressed.D. pursue a higher-income career.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality95. In which religion is 11-year-old Jana MOST likely to believe?A. her parents' religionB. her best friend's religionC. the dominant religion in the areaD. She is unlikely to believe in any religion until early adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality96. Most people adopt the religious teachings of their upbringing. If a religious change or awakening does occur, it is MOST likely to happen duringA. a midlife crisis.B. early adulthood.C. adolescence.D. late adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality97. Recent studies show which of the following about the religiousness of college students?A. upward trend in religious interestB. downtrend in religious interestC. upward trend in ultraconservative religionsD. downtrend in "alternative" community-based religionsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Early AdulthoodTopic: Religion and Spirituality98. In a recent study of adolescents, what was negatively correlated to school truancy and depression?A. spirituality without specific religious beliefB. religious experimentationC. personal conservatismD. strong interest in religionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Causes of Juvenile Delinquency99. According to a 1999 study, which of the following is TRUE of adolescents' religious involvement?A. Low religious involvement is correlated with stronger family relationships.B. Lack of religious involvement triples the chance of an adolescent engaging in delinquent behaviors.C. Religious adolescents have lower grades due to over-involvement with church activities.D. Religious adolescents are almost three times as likely to engage in community service.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality100. Which of the following is NOT a finding of the studies on religion in adulthood?A. About 92 percent of American adults say they believe in God.B. More than 70 percent of Americans consider themselves religious.C. A majority of people said they attend religious services weekly.D. Females show more interest in religion than males.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdulthoodTopic: Religion and Spirituality101. Approximately what percentage of Americans said that they pray every day (Pew Research Center, 2008)?A. 45 percentB. 58 percentC. 75 percentD. 90 percentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdulthoodTopic: Religion and Spirituality102. Darlene has a strong religious orientation through her adulthood and late adulthood years. Compared to her peers who are not religious, which of the following is she NOT likely to be?A. She is less resilient in confronting stressful situations.B. She will live longer.C. She has higher self-esteem.D. She will be better able to confront death.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Late AdulthoodTopic: Religion and Spirituality103. An older adult is not a church-goer and feels that religion doesn’t play a big part in his life. Of the following, this older adult is MOST likely a(n)A. non-Latino White American.B. Latin American.C. African American.D. Cuban or Puerto Rican.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Late AdulthoodTopic: Religion and Spirituality104. Some studies show a positive link between religion and health. Which of the following is NOT part of the evidence that shows a positive association between religious participation and health?A. increased chance for longevityB. lowered rates of diabetesC. lowered stress levelsD. lower risk of depressionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdulthoodTopic: Religion and Health105. According to Viktor Frankl, the three MOST distinct human qualities are freedom, responsibility, andA. meaning.B. spirituality.C. religion.D. faith.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdulthoodTopic: Meaning in Life106. List and define the two dimensions of moral development.

Intrapersonal: regulates a person's activities when he/she is not engaged in social interaction.Interpersonal: regulates social interactions and arbitrates conflict.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Moral Development107. Briefly describe the two broad types of moral reasoning development identified by Piaget.

1. Heteronomous morality: occurs at approximately 4 to 7 years of age; justice and rules are perceived as unchangeable properties of the world removed from the control of people.2. Autonomous morality: occurs at approximately 10 years of age and older; rules and laws are created by people; in judging an action, one should consider the actor's intentions as well as the consequences.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Early ChildhoodTopic: Middle and Late ChildhoodTopic: Piaget's Theory108. Define the concept of immanent justice.

If a rule is broken, punishment will be meted out immediately.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Middle and Late ChildhoodTopic: Piaget's Theory109. List and briefly describe Kohlberg's six stages of moral development.

Stage 1. Heteronomous morality: Moral thinking is tied to punishment.Stage 2. Individualism, instrumental purpose, and exchange: It is okay to pursue one's own interests, but others must be allowed to do the same. If one is nice, others will be nice.Stage 3. Mutual interpersonal expectations, relationships, and interpersonal conformity: Individuals value trust, caring, and loyalty as a basis of moral judgments.Stage 4. Social systems morality: Moral judgments are based on understanding of the social order, law, justice, and duty.Stage 5. Social contract or utility and individual rights: Values, rights, and principles undergird or transcend the law. The validity of the law is examined in terms of the degree to which it preserves and protects fundamental human rights and values.Stage 6. Universal ethical principles: Moral standards based on universal human rights. One will follow conscience over law even at personal risk.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: AdulthoodTopic: Early ChildhoodTopic: Kohlberg's StagesTopic: Middle and Late Childhood110. Identify three criticisms of Kohlberg's theory of moral development.

1. Too much emphasis on moral thought and not enough emphasis on moral behavior.2. Quality of the research is questionable (male biased).3. Inadequate consideration of the role of culture (culturally biased).4. Underestimation of the contribution of family relationships to moral development.5. Underestimation of the care perspective.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics111. How does Kohlberg's theory of moral development differ from Gilligan's theory?

Kohlberg's theory is a justice perspective. The focus is on the rights of the individual. Gilligan's theory is a care perspective. Focus is on an individual's connectedness with others.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: EvaluationDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics112. Contrast Kohlberg's justice perspective and Gilligan's care perspective of moral reasoning.

Justice perspective: It employs a male norm in putting abstract principles above relationships and concern for others. It also focuses on rights of the individual; individuals stand alone and independently make moral decisions.Care perspective: people are viewed in terms of their connectedness with others; emphasis is on communication, relationships with others, and concern for others.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Kohlberg's Critics113. Describe how reinforcement, punishment, and imitation invoke moral reasoning.

When individuals are reinforced for behavior that is consistent with laws and social conventions, they are likely to repeat that behavior.When individuals are punished for immoral behaviors, those behaviors can be eliminated, but at the expense of sanctioning punishment by its very use and possibly causing emotional problems.(The effectiveness of reward and punishment depends on the consistency and timing with which they are administered.)When individuals are provided with moral models, they are more likely to adopt such actions, depending on the characteristics of the model and the cognitive skills of the observer.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Moral Behavior114. Explain the social cognitive theory of morality.

The social cognitive theory of morality emphasizes a distinction between an individual's moral competence (ability to perform moral behaviors) and moral performance (performing moral behaviors in specific situations).

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Social Cognitive Theory115. Contrast moral competence and moral performance.

Moral competence: ability to perform moral behaviors.Moral performance: actual performance of moral behaviors in specific situations.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: Social Cognitive Theory116. Describe empathy and what is required to feel empathy. Describe global empathy.

Empathy means reacting to another's feelings with an emotional response similar to the other's feelings. It requires the ability to take another's perspective.Global empathy is displayed by infants who have not developed clear boundaries between the feelings and needs of the self and those of another.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains.Topic: EmpathyTopic: Infancy117. Describe service learning, and list three possible benefits of participating in such a project for adolescents.

Service learning is a form of education that promotes social responsibility and service to the community. An important goal of service learning is for adolescents to become less self-centered and more strongly motivated to help others.Benefits:1. improve grades2. set more goals3. improve self-esteem4. develop a sense of being able to make a difference5. increased chance of future volunteering6. more exploration and reasoning about moral issues

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain how parents and schools influence moral development.Topic: AdolescenceTopic: Service Learning118. What is altruism, and what circumstances are MOST likely to evoke altruism?

Altruism is an unselfish interest in helping another person. It is most likely evoked by empathy for an individual in need or a close relationship between the benefactor and the recipient.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Altruism and Reciprocity119. Describe three notions of fairness.

Equality: everyone is treated the same.Merit: extra rewards are given for hard work, talented performance, or other laudatory behavior.Benevolence: special consideration is given to individuals in a disadvantaged condition.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Sharing and Fairness120. List three possible causes of juvenile delinquency.

Negative identityLower-SES peer groupsLack of quality schoolingDisorganized neighborhoodsLack of parental monitoringAssociating with deviant peersHaving a delinquent older siblingHostile sibling relationshipsLow self-controlLow self-esteemLow intelligenceLack of sustained attention

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: AdolescenceTopic: Juvenile Delinquency121. List two antecedents or warning signs of possible conduct problems in children.

1. Authority conflict.2. Covert acts (lying, cheating, etc.).3. Overt acts (minor aggression followed by violence, etc.).

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe the development of prosocial and antisocial behavior.Topic: Conduct DisorderTopic: Middle and Late Childhood122. List three positive outcomes linked with religiosity in adolescence.

1. less likely to use drugs2. better grades3. increased positive influence of parenting4. lower incidence of problem behaviors and delinquency5. conscientiousness6. agreeableness7. openness8. well-being and self-esteem9. increased feelings of caring and concern10. lower rates of depression11. greater engagement in community service

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdolescenceTopic: Religion and Spirituality123. List two benefits of religiosity in adulthood.

1. greater happiness2. better health3. longer life4. lower drug use5. more social connections6. more hope and motivation during difficult situations7. higher self-esteem8. sense of meaning in life9. stronger immune system10. lower incidence of depression

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: AdulthoodTopic: Religion and Spirituality124. List Roy Baumeister's four main needs for meaning in life.

1. Need for purpose: Goals and fulfillment lend meaning to life.2. Need for values: Values can lend a sense of goodness to life and justify certain courses of action.3. Need for efficacy: Individuals need to believe they can make a difference and feel in control of their lives.4. Need for self-worth: Self-worth can be pursued individually or in relation to one's connection with others.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize the development of values, religion, spirituality, and meaning in life.Topic: Meaning in Life

Category # of Questions

Accessibility: Keyboard Navigation 124

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 59

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 116

APA Outcome: 1.3: Describe applications of psychology 39

APA Outcome: 4.1: Demonstrate effective writing for different purposes 12

Bloom's Taxonomy: Analyze 4

Bloom's Taxonomy: Apply 41

Bloom's Taxonomy: Evaluation 1

Bloom's Taxonomy: Remember 43

Bloom's Taxonomy: Understand 35

Difficulty Level: Basic 62

Difficulty Level: Difficult 16

Difficulty Level: Moderate 46

Learning Objective: Characterize the development of values, religion, spirituality, and meaning in life. 21

Learning Objective: Describe the development of prosocial and antisocial behavior. 23

Learning Objective: Discuss theory and research on moral thought, behavior, feeling, personality, and domains. 63

Learning Objective: Explain how parents and schools influence moral development. 17

Topic: Adolescence 27

Topic: Adulthood 13

Topic: Altruism and Reciprocity 3

Topic: Altruism and Volunteerism 3

Topic: Antisocial Behavior 1

Topic: Causes of Juvenile Delinquency 4

Topic: Character Education 3

Topic: Cheating 1

Topic: Cognitive Moral Education 1

Topic: Conduct Disorder 3

Topic: Domain Theory 2

Topic: Early Adulthood 6

Topic: Early Childhood 5

Topic: Emerging Adulthood 1

Topic: Empathy 3

Topic: Hidden Curriculum 1

Topic: Infancy 2

Topic: Influences on Kohlberg's Stages 3

Topic: Integrative Approach 2

Topic: Juvenile Delinquency 2

Topic: Kohlberg's Critics 14

Topic: Kohlberg's Stages 12

Topic: Kohlberg's Theory 1

Topic: Late Adulthood 4

Topic: Late Childhood 1

Topic: Meaning in Life 2

Topic: Middle and Late Childhood 42

Topic: Moral Behavior 1

Topic: Moral Development 3

Topic: Moral Exemplars 2

Topic: Moral Feeling 2

Topic: Parenting 3

Topic: Piaget's Theory 12

Topic: Prosocial Behavior 2

Topic: Psychoanalytic Theory 6

Topic: Religion and Health 1

Topic: Religion and Spirituality 13

Topic: Self-Control 1

Topic: Service Learning 4

Topic: Sharing and Fairness 7

Topic: Social Cognitive Theory 3

Topic: Values 2

Topic: Values Clarification 2

Document Information

Document Type:
DOCX
Chapter Number:
13
Created Date:
Aug 21, 2025
Chapter Name:
Chapter 13 Moral Development, Values, and Religion
Author:
John Santrock

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