Complete Test Bank Ch11 Sexual Behavior

Package Title: Test Bank

Course Title: Nevid & Rathus, Adjustment Psychology 14th Edition

Chapter Number: Chapter 11

Question type: Multiple-Choice

1) In 1940, a survey found that the majority of those in heterosexual romantic relationships had met their partner through ________.

a) church

b) school

c) family

d) neighbors

Difficulty: Hard

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Knowledge

Section Reference 1: Beginning Relationships: How People Meet

2) In a recent study of relationships, approximately one out of every three couples met their partner:

a) online

b) through mutual friends

c) while dating someone else

d) in school

Difficulty: Medium

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Knowledge

Section Reference 1: Beginning Relationships: How People Meet

3) Kauscha and her girlfriend Desiree met online through a dating website. They are now married and have been for 2 years. Which statement is most accurate?

a) Their families strongly disapprove of the way in which their relationship began.

b) They have less frequent and less satisfying sexual relations.

c) They are far more likely to end their marriage in divorce.

d) They are more likely than couples who met offline to report satisfaction with their partner.

Difficulty: Hard

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Application

Section Reference 1: Beginning Relationships: How People Meet

4) Which two online dating websites together account for about half of all marriages?

a) JDate.com and eHarmony

b) Match.com and eHarmony

c) Match.com and Craigslist

d) JDate and Match.com

Difficulty: Hard

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Knowledge

Section Reference 1: Beginning Relationships: How People Meet

5) Which is noted as a specific disadvantage of online dating?

a) Research found that a majority of those on dating sites lie on their own profiles.

b) Surveys reveal that most people on online dating sites are looking to cheat on a current partner.

c) It is frequented by predators and is, in general, a very unsafe practice.

d) It can lead to overly rapid self-disclosure.

Difficulty: Easy

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Knowledge

Section Reference 1: Beginning Relationships: How People Meet

6) Research indicates that very early self-disclosure of personal information may ______.

a) increase your attractiveness

b) “turn off” the other person

c) move you directly from the attraction stage to the continuation stage

d) have little, if any, effect on the relationship

Difficulty: Medium

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Knowledge

Section Reference 1: Beginning Relationships: How People Meet

7) An emotional bond that allows intimacy to develop, that involves partners seeking to gratify each other’s needs and interests and a willingness to make sacrifices for the other person is ______.

a) reciprocity

b) propinquity

c) mutuality

d) caring

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

8) Resolve to maintain a relationship through thick and thin is ______.

a) infatuation

b) romantic love

c) propinquity

d) commitment

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

9) Relationships are more likely to endure when ______.

a) there is a large disparity in levels of commitment

b) the male is more committed than the female

c) the female is more committed than the male

d) there is a mutual level of commitment

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Application

Section Reference 1: Being Single

10) The English poet John Dryden labeled ______ the “tyrant of the mind.”

a) greed

b) power

c) jealousy

d) regret

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

11) Each of the following is true of jealousy EXCEPT that it ______)

a) is always destructive to a relationship

b) can lead to suicide or even murder

c) can cause depression

d) can lead to a loss of feelings of affection

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

12) Each of the following is true of jealousy EXCEPT that it ______.

a) is always destructive to a relationship

b) is seen in all cultures

c) sometimes used as a game of sorts in relationships

d) can be aroused by even casual interest in one’s partner.

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

13) Highly jealous people are often overly ______.

a) dependent

b) apathetic

c) psychopathic

d) arrogant

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

14) Regarding jealousy, researchers have found that males are most upset by ______ infidelity and females are most upset by ______ infidelity.

a) sexual, sexual

b) sexual, emotional

c) emotional, sexual

d) emotional, emotional

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Analysis

Section Reference 1: Being Single

15) In the United States today in 2017, about ______ of Americans men and women over 15 years of age were married.

a) one-third

b) one-half

c) two-thirds

d) three-quarters

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

16) If you include those who are divorced or widowed, about _______ American adults either are or have been married.

a) 1 in 5

b) 3 in 10

c) 2 in 3

d) 4 in 5

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

17) Which of the following is NOT true of marriage?

a) It permits the orderly transmission of wealth from one generation to the other.

b) It provides an institution for the support and socialization of children.

c) It legitimizes women's equality and their rights.

d) It regulates and legitimizes sexual relations for traditionalists.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

18) According to the authors of your text, each of the following is a recent addition to the structure of marriage EXCEPT ______.

a) romantic love

b) equality

c) males being faithful

d) females being faithful

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

19) Which of the following is NOT true of people we tend to marry?

a) They seem to have opposite interests that complement ours.

b) They have similar attitudes on major issues.

c) They seem likely to meet our psychological, material, and sexual needs.

d) They are usually similar to us in physical appeal.

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

20) A form of marriage in which a woman is permitted to marry more than one man at a time is called ________.

a) polygyny

b) polyandry

c) polyamory

d) common-law

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

21) The concept of like marrying like is called ______.

a) polyandry

b) monogamy

c) homogamy

d) misogyny

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

22) ______ is the key factor determining romantic attraction.

a) Intelligence

b) Sensitivity

c) Physical appearance

d) Confidence

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

23) In our society, tallness is ______.

a) a disadvantage for men and for women

b) a social asset for men more than for women

c) a social asset for women more than for men

d) a social asset for both men and women

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Analysis

Section Reference 1: Attraction and Love: Forces that Bind

24) Undergraduate men prefer dates who are about ______ they are.

a) the same height as

b) 1 or 2 inches shorter than

c) 4 to 5 inches shorter than

d) 7 to 8 inches shorter than

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

25) In the United States, the ______ figure (for women) is popular.

a) hourglass

b) masculine

c) stick

d) plump

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

26) In contemporary Western society, both sexes find ______ attractive.

a) plumpness

b) slenderness

c) a flat-chested look

d) being very tall

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

27) In Western culture today, ______ perceive obese people as less attractive than fit people.

a) neither men nor women

b) men, but not women

c) women, but not men

d) both men and women

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

28) We tend to rate what is beautiful as ______.

a) ignorant

b) immodest

c) dishonest

d) good

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

29) The idea that we tend to ask out, or go out with, people who are similar to ourselves in attractiveness is a central part of the ______ hypothesis.

a) propinquity

b) reciprocity

c) attraction similarity

d) complementarity

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

30) According to the attraction-similarity hypothesis, if you rated yourself as a "5" on a 1 to 10 scale, who would you most likely ask out?

a) a "3"

b) a "5"

c) a "7"

d) a "9"

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Application

Section Reference 1: Attraction and Love: Forces that Bind

31) Which of the following is an example of the attraction-similarity hypothesis?

a) increased attraction to someone due to parental opposition to your relationship with him or her

b) giving someone a compliment after he or she has complimented you

c) a relationship in which one person is passive while the other is active

d) choosing a partner who is similar in attractiveness to yourself

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Application

Section Reference 1: Attraction and Love: Forces that Bind

32) ______ on attitude similarity as a determinant of attraction.

a) Neither men nor women place any emphasis

b) Women place a greater emphasis than men do

c) Men place a greater emphasis than women do

d) Both women and men place an equal emphasis

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Analysis

Section Reference 1: Attraction and Love: Forces that Bind

33) The tendency to return feelings and attitudes that are expressed about us is called ______.

a) propinquity

b) reciprocity

c) complementarity

d) synergy

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

34) According to your text the “red rose” and the “morning and the evening star” is ______.

a) friendship

b) affection

c) love

d) attraction

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

35) ______ are probably the strongest component of romantic love.

a) Deep-level caring and affection

b) Sexual arousal and desire

c) A sense of kinship and affiliation

d) A sense of mutual trust and obligation

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

36) When people in Western culture speak of falling in love, they are referring to ______ love.

a) friendship

b) romantic

c) game-playing

d) selfless

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

37) According to your text, to experience romantic love, one ______.

a) just needs to experience sexual arousal

b) must be exposed to a culture that idealizes romantic love

c) must be willing to be a martyr for the other person

d) must only reach the age of puberty

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

38) According to your text, romantic love is an intense, positive emotion that involves all of the following EXCEPT ______.

a) passion

b) a cultural setting that idealizes love

c) intimacy

d) friendship

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

39) Which of the following is NOT one of the three primary components of love described by Sternberg?

a) intimacy

b) trust

c) passion

d) commitment

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

40) According to Sternberg, ______ is the emotional component of romantic love.

a) intimacy

b) trust

c) passion

d) commitment

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

41) According to Sternberg, ______ is the motivational force behind romantic love.

a) intimacy

b) trust

c) passion

d) commitment

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

42) According to Sternberg, romantic love involves ______.

a) passion, but not necessarily intimacy and commitment

b) passion and intimacy, but not necessarily commitment

c) passion and commitment, but not real intimacy

d) passion, intimacy, and commitment

Difficulty: Hard

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

43) According to Sternberg, consummate love involves ______.

a) passion, but not necessarily intimacy and commitment

b) passion and intimacy, but not necessarily commitment

c) passion and commitment, but not real intimacy

d) passion, intimacy, and commitment

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

44) According to Sternberg, empty love is characterized by ______.

a) no passion, intimacy, or commitment

b) commitment, but not passion and intimacy

c) commitment and intimacy, but not passion

d) passion and commitment, but not intimacy

Difficulty: Hard

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

45) According to Sternberg, fatuous love is characterized by ______.

a) no passion, intimacy, or commitment

b) commitment, but not passion and intimacy

c) commitment and intimacy, but not passion

d) passion and commitment, but not intimacy

Difficulty: Hard

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

46) Within Sternberg’s model, “love at first sight” is characterized as ______ love.

a) romantic

b) infatuation

c) consummate

d) empty

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

47) Liking someone in a relationship is characterized by ______.

a) commitment, without passion or intimacy

b) intimacy, without passion or commitment

c) commitment and intimacy without passion

d) commitment and passion, without intimacy

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

48) Infatuation is characterized by ______.

a) passion, without commitment or intimacy

b) intimacy, without passion or commitment

c) passion and intimacy without commitment

d) passion and commitment without intimacy

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

49) Companionate love is characterized by ______.

a) commitment, without passion or intimacy

b) intimacy, without passion or commitment

c) commitment and intimacy without passion

d) commitment and passion, without intimacy

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

50) In Western society, ______ are expected to justify sexual experiences as involving someone they love.

a) neither men nor women

b) men more often than women

c) women more often than men

d) both men and women

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

51) ______ of people in the United States believe that romantic love is a prerequisite for marriage.

a) Only a small number

b) A large minority

c) A slight majority

d) The vast majority

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Knowledge

Section Reference 1: Attraction and Love: Forces that Bind

52) A feeling of painful isolation involving a sense of being cut off from other people is called ______.

a) stoicism

b) separation anxiety

c) loneliness

d) shyness

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

53) Which of the following is NOT true of lonely people as compared to people who are not lonely?

a) They report having fewer friends.

b) They spend more time by themselves.

c) They engage in fewer social activities.

d) They are not very likely to share confidences with their friends.

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Analysis

Section Reference 1: Being Single

54) Which of the following is NOT a characteristic typical of lonely people?

a) lack of empathy towards others

b) pessimism about life in general

c) cynicism about human nature

d) low self-criticism

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

55) Which of the following is NOT a characteristic typical of lonely people?

a) an internal locus of control

b) lack of interest in other people

c) demanding too much too soon

d) high self-criticism

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

56) Homogamy, in terms of background, is associated with ______.

a) passionate courtships that flame out and end before marriage ever occurs

b) early divorce

c) lasting, but unhappy marriages

d) more stable marriages

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

57) On average, husbands are about ______ years older than wives in European, North American, and South American countries.

a) 0 to 1

b) 2 to 5

c) 6 to 9

d) 10 to 12

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

58) According to your text, whom are you MOST likely to marry?

a) the boy or girl next door

b) a mysterious stranger

c) someone you were fixed up with on a blind date

d) someone you met in a singles bar or some similar social spot

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Application

Section Reference 1: Marriage: Tying the Knot

59) In the classic National Health and Social Life Survey, about ______ percent of men report that they have remained loyal to their mates.

a) 35

b) 55

c) 75

d) 95

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

60) In the classic National Health and Social Life Survey, more than ______ percent of women report that they have remained loyal to their mates.

a) 30

b) 50

c) 70

d) 90

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

61) Men who have affairs tend to be seeking ______, and women who have affairs tend to be seeking ______.

a) playmates, playmates

b) soul mates, playmates

c) playmates, soul mates

d) soul mates, soul mates

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Analysis

Section Reference 1: Marriage: Tying the Knot

62) Research indicates that ______.

a) both men and women tend to separate sex from love

b) men tend to separate sex from love, but women tend to believe that sex and love go together

c) women tend to separate sex from love, but men tend to believe that sex and love go together

d) both men and women tend to believe that sex and love go together

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Analysis

Section Reference 1: Marriage: Tying the Knot

63) About ______ percent of Americans say that extramarital sex is “always wrong” or “almost always wrong.”

a) 30

b) 50

c) 70

d) 90

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

64) Affairs ______ lead to divorce.

a) never

b) rarely

c) frequently

d) always

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

65) Today's divorce rate for those who cohabitate before their marriage is about ______ percent.

a) 20

b) 40

c) 60

d) 80

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

66) Today's divorce rate for those who cohabitate before their marriage is about ______ percent.

a) 20-30

b) 40-50

c) 60-70

d) 80-90

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

67) Today, no fault divorce laws have been enacted in ______.

a) only a few states

b) a large minority of states

c) a slight majority of states

d) nearly every state

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

68) Each of the following is listed by your text as a factor contributing to today's high divorce rate EXCEPT ______.

a) increased economic independence of women

b) changes in people’s expectations and attitudes

c) the collapse of traditional morality

d) relaxation of legal restrictions on divorce

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

69) Of the following, the most common reason given by women for a divorce today is ______.

a) problems in communication and poor understanding

b) adultery, either single instance or repeated

c) spousal abuse, either verbal or physical

d) lack of support, primarily financial

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

70) Which of the following is true of the cost of divorce?

a) It affects males more severely than females.

b) It affects females much more severely than males.

c) It has few, if any, effects on the children.

d) It has financial and emotional costs for both spouses and the children.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

71) Compared to men, women and children experience a ______ significant drop in standard of living ______ likely to be living in poverty.

a) less; and are less

b) less, but are more

c) more; but are less

d) more; and are more

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Analysis

Section Reference 1: Marriage: Tying the Knot

72) Which of the following is NOT true of the cost of divorce?

a) The couple's resources may not extend far enough to maintain the former standard of living for both partners.

b) The divorced woman who has not pursued a career may find herself competing for jobs with younger, more experienced people.

c) The divorced man may not be able to manage alimony, child support, and establishing a new lifestyle

d) Divorce rarely requires extensive waiting and legal conflict in today's world of liberalized divorce laws.

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

73) ______ people have the highest rates of adjustment problems and psychological disorders in the population.

a) Single

b) Married

c) Divorced

d) Widowed

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

74) Which of the following is NOT true of divorce?

a) Divorced individuals have the highest rates of physical and mental illnesses.

b) Divorced people are often lonely.

c) Divorced people tend to be happier in the long run than people who remain married and never go through a divorce.

d) Divorce is connected with higher risk of suicide.

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

75) In comparing boys to girls in regards to having problems after a divorce, ______.

a) neither boys nor girls have significant problems

b) boys tend to have greater problems than girls

c) girls tend to have greater problems than boys

d) both boys and girls tend to have equivalent and severe long-lasting problems

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Analysis

Section Reference 1: Marriage: Tying the Knot

76) Children’s problems tend to ______.

a) remain fairly steady during the first few years following a divorce

b) increase steadily during the first five years following a divorce

c) increase during the first year after a divorce, but then return to near normal after two years

d) increase during the first three years after a divorce, then remain stable at the new level for the next several years

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

77) Today, about ______ percent of people aged 15 and above have never been married.

a) one-fifth

b) one-quarter

c) one-third

d) one-half

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

78) Each of the following has contributed to a rise in singlehood over the last few decades EXCEPT ______)

a) marriage is increasingly seen as unrealistic

b) people are choosing to cohabit, at least for awhile

c) more people are postponing marriage to pursue educational and career goals

d) people are getting married at later ages

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

79) In the United States, the average age of first marriage ________.

a) continues a steady decline that began in the 1970s

b) has finally begun to decline after years of increasing

c) is about the same as it was in the 1970s

d) is at its highest level ever

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

80) The average American male today gets married at ______ years of age.

a) 23 to 24

b) 25 to 26

c) 27 to 28

d) 29 t0 20

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

81) The average American female today gets married at ______ years of age.

a) 23 to 24

b) 25 to 26

c) 27 to 28

d) 29 t0 20

Difficulty: Hard

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

82) According to your text, the typical singles scene ______.

a) does not exist, because singles are highly varied in intention and the style of daily life

b) consists of singles bars and a string of short-term, sexually based relationships

c) is limited to those people not yet mature enough to handle the responsibilities of marriage and family

d) is basically for those people who cannot find a suitable partner for marriage

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

83) John and Mary live together as though they were married, but without legal sanction. This type of relationship is called ______.

a) cohabitation

b) open marriage

c) group marriage

d) free love

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Application

Section Reference 1: Being Single

84) Since 1960, the number of adults in the United States cohabiting ______.

a) declined

b) remained stable

c) doubled

d) increased by ten times

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Knowledge

Section Reference 1: Being Single

85) Each of the following is true EXCEPT ______.

a) children are rarely found in cohabiting households

b) we are fast approaching a time when the majority of adults will cohabit at some time

c) cohabitation cuts across all age groups and socioeconomic levels in our society

d) many cohabiters feel less commitment toward their relationships than married people do

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

86) Each of the following is a reason people cohabit EXCEPT ______.

a) economic factors

b) it provides a relationship and creates a home life

c) a greater commitment toward the relationship than married people feel

d) it provides a consistent relationship without the legal constraints of marriage

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

87) Compared to couples who do not cohabit before marriage, couples who cohabit before getting married are _______.

a) much less likely to get divorced

b) somewhat less likely to get divorced

c) about as likely to get divorced

d) more likely to get divorced

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Analysis

Section Reference 1: Being Single

88) Willingness to cohabit is related to ______traditional views of marriage and ______ traditional views of religion.

a) less, less

b) more, less

c) less, more

d) more, more

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

89) Each of the following is true EXCEPT ______.

a) couples who cohabit before marriage are more likely to divorce than those who do not cohabit before marriage

b) cohabitors hold less traditional views toward marriage

c) cohabiting before marriage causes divorce

d) cohabiting is increasing as the age of first marriage also increases.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

90) Each of the following is a risk likely to create conflict and endanger the stability of a marriage EXCEPT ______.

a) pregnancy during the second through fourth years of marriage

b) marital instability in either family of origin

c) living too close or too distant from the families of origin

d) getting married after an engagement of many years

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

91) Each of the following is a risk likely to create conflict and endanger the stability of a marriage EXCEPT ______.

a) pregnancy during the second through fourth years of marriage

b) marriage before the couple knew each other for six months

c) dependence on one or both families of origin for money, shelter, or emotional support

d) disputes over division of labor

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

92) According to Gottman and Krokoff (1989), found that each of the following was destructive to marital satisfaction EXCEPT ______.

a) making countercharges for every charge made by a partner

b) refusing to accept compromises or tolerate differences

c) whining

d) having disagreements

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

93) Statements like, “My spouse doesn't love me if she doesn't support me at all times,” or, “People who love one another don't raise their voices,” are examples of ______.

a) marital ideals

b) irrational beliefs

c) realistic expectations

d) Barnum statements

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

94) To be able to truly negotiate differences in a marriage, ______.

a) the male should be the dominant partner in the marriage

b) the female should be the dominant partner in the marriage

c) both partners must be willing to share the power in the relationship

d) each partner must attempt to become the dominant power in the relationship

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

95) One strategy for averting a discrepancy in bargaining power when trying to negotiate differences is to ______.

a) have each spouse list and rank-order day-to-day responsibilities according to their desirability

b) have a "lottery drawing" to decide who should handle specific responsibilities

c) have each spouse handle only the responsibilities he or she enjoys

d) have a trusted friend or neighbor arbitrate who will handle the various chores and responsibilities

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

96) Gay and lesbian couples tend ______.

a) not to assign household tasks

b) to assign household tasks less fairly than heterosexual couples do

c) to assign household tasks about the same as heterosexual couples do

d) to assign household tasks more fairly than heterosexual couples do

Difficulty: Hard

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Knowledge

Section Reference 1: Conflict Resolution

97) John and Mary have been having conflicts in their relationship for some time. They each agree to change their behavior in return for the other making an equivalent change in behavior. This conflict-resolution technique is called ______.

a) negotiating differences

b) exchange contracting

c) increasing pleasurable marital interactions

d) complementarity

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

98) According to your text, increasing the pleasure of marital interactions is difficult to accomplish for many couples because ______.

a) they are not interested in giving each other pleasure anymore

b) poorly adjusted couples tend to ignore or disbelieve efforts to increase pleasurable marital interactions

c) they reach a point where they are not capable of feeling pleasure anymore

d) it is impossible for them to increase their levels of pleasure until they resolve their underlying problems

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

99) Which of the following is a method for getting started when trying to talk about marital communication?

a) paraphrasing

b) take responsibility for what happens to you

c) acknowledge criticism

d) talk about talking

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills to avoid them.

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

100) Which of the following is NOT an aspect of listening that can help you improve your marital communications?

a) Use unconditional positive regard.

b) Use paraphrasing.

c) Reinforce your partner for communicating.

d) Engage in passive listening.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

101) Which of the following is NOT one of the ways discussed in your text for learning about your partner's needs while improving marital communication?

a) Ask questions designed to encourage your partner to communicate.

b) Use self-disclosure.

c) Engage in passive listening techniques.

d) Give your partner permission to say something that might be upsetting to you.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

102) Which of the following is NOT a way to make requests when attempting to improve marital communications?

a) Take responsibility for what happens to you.

b) Request only things you are likely to be given.

c) Be specific.

d) Use "I" talk.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

103) Which of the following is NOT an effective technique for delivering criticism?

a) Pick a good time and place.

b) Be specific.

c) Tie present complaints to both present and past misdeeds.

d) Evaluate your motives.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

104) Which of the following is NOT an effective technique for receiving criticism?

a) Explain why the criticism is not justified.

b) Ask clarifying questions.

c) Paraphrase the criticism.

d) Negotiate differences.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

105) Which of the following is NOT an effective way for coping with impasses in resolving conflicts?

a) Seek validating information.

b) Don't leave the room until the impasse is resolved.

c) Tolerate differences.

d) Agree to disagree.

Difficulty: Hard

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Application

Section Reference 1: Conflict Resolution

Question type: True-False

106) Rapid self-disclosure of intimate information is the best way to deepen a new relationship.

Difficulty: Easy

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Comprehension

Section Reference 1: Beginning Relationships: How People Meet

107) A major factor determining initial attraction is physical attractiveness.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

108) Plumpness is valued in many cultures.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

109) Males and females place equal value on the physical attractiveness of potential mates.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

110) There are no major culture differences in attractiveness preferences.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

111) In selecting mates, the attraction-similarity hypothesis applies only to physical attractiveness, not personality traits.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

112) The concept of romantic love is limited to Westernized cultures.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

113) Jealousy is not always destructive to a relationship.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

114) Many lonely people report that they have as many friends as people who are not lonely do, but those friendships turn out to be rather shallow.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

115) Loneliness is associated with suppressed immune system functioning.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

116) Cohabitation is our most common lifestyle.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

117) Historically, marriage has been built on notions of romantic love.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

118) Marriages between individuals who are alike stand a better chance of survival.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

119) Sexual problems are the single most powerful predictor of marital satisfaction.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

120) The majority of first marriages in the United States end in divorce.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

121) People today hold lower expectations of marriage than did their parents or grandparents.

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

122) Being single has become a more common American lifestyle over the past few decades.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

123) Cohabitation is losing its popularity as a style of life.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

124) Nearly half the adults in the United States have cohabited at one time or another.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

125) Most cohabiters feel as much or more commitment toward their relationship as married people do.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

126) Cohabiting couples who eventually get married are less likely to get divorced than couples who do not cohabit prior to marriage.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

127) Disagreement is destructive to a marriage.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

128) Stable and global attributions about one's partner make marital problems somewhat easier to solve.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

129) Satisfied couples tend to display higher rates of pleasurable behavior toward each other.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

Question type: Essay

130) Explain how online dating is changing the dating scene, and identify several pros and cons to this form of meeting a partner.

Difficulty: Easy

Learning Objective 1: Describe the ways in which people meet, including online and in the flesh

Standard 1: Bloom's || Comprehension

Section Reference 1: Beginning Relationships: How People Meet

131) Define attraction and describe the various traits that contribute to physical attractiveness in our culture.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

132) Summarize research findings on gender and cultural differences in the perception of attractiveness.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

133) Explain what the attraction-similarity hypothesis is and how it influences who we choose as potential partners.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

134) Explain the role of attitudinal similarity, physical similarity, and reciprocity in interpersonal attraction. Discuss the specific areas where similar attitudes are most likely to affect a developing relationship)

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Application

Section Reference 1: Attraction and Love: Forces that Bind

135) Identify and briefly describe each of the six styles of love discussed in the text.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

136) Explain Sternberg’s “love triangle” and identify at least five possible kinds of love that can emerge from this model.

Difficulty: Easy

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Comprehension

Section Reference 1: Attraction and Love: Forces that Bind

137) Compare and contrast romantic love with companionate love.

Difficulty: Medium

Learning Objective 1: Explain the roles of attraction and love in relationships, including the attraction–similarity hypothesis, and the triangular theory of love

Standard 1: Bloom's || Analysis

Section Reference 1: Attraction and Love: Forces that Bind

138) Explain what loneliness is, describe the factors that contribute to it, and identify various measures that can be taken to cope with it.

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Application

Section Reference 1: Being Single

139) Discuss the roles of caring, trust, intimacy, and commitment in a developing relationship.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

140) Discuss jealousy, in terms of its causes, effects, and gender differences in reasons for jealousy.

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Analysis

Section Reference 1: Being Single

141) Explain why people get married, describe who they marry, and discuss the factors that affect marital satisfaction.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

142) Discuss different forms of marriage and how they appear in different cultures.

Difficulty: Medium

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Application

Section Reference 1: Marriage: Tying the Knot

143) Discuss who has affairs, how many people have them, why they have them, how they affect the primary relationship, and how Americans feel about whether affairs are right or wrong.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

144) List and define different patterns of infidelity that can occur between committed partners.

Difficulty: Hard

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Knowledge

Section Reference 1: Marriage: Tying the Knot

145) Discuss the reasons for changes in the divorce rate in recent years and explain the costs and effects of divorce on all of those involved.

Difficulty: Easy

Learning Objective 1: Discuss the role of marriage throughout history and in contemporary society, and the factors associated with divorce

Standard 1: Bloom's || Comprehension

Section Reference 1: Marriage: Tying the Knot

146) Describe the singles scene, explaining why more people have chosen to remain single in recent years, and the problems encountered by single people today.

Difficulty: Easy

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

147) Discuss cohabitation in terms of the reasons for and types of cohabitation, and why it has increased in recent years. Also discuss the risks for divorce among those who cohabit prior to marriage and those who do not.

Difficulty: Medium

Learning Objective 1: Describe aspects of the single life, ranging from hookups, friends with benefits, and booty calls to the development of committed relationships such as cohabitation Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Being Single

148) Describe the various methods of coping with marital conflict described in your text.

Difficulty: Easy

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

149) Explain the various methods presented in your text for improving your communications and listening skills, as a means for resolving marital conflict.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

150) Explain the methods presented in your text for learning about your partner’s needs when trying to improve marital communication.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

151) Describe the methods presented in your text for making requests when trying to improve marital communication.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

152) Describe the methods presented in your text for delivering and receiving criticism when trying to improve marital communication.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution

153) Explain the methods presented in your text for coping with impasses when trying to improve marital communications.

Difficulty: Medium

Learning Objective 1: Discuss ways of resolving conflict in a relationship, including enhancing communication skills Difficulty: Easy

Standard 1: Bloom's || Comprehension

Section Reference 1: Conflict Resolution