Exam Prep Communicating With Families Chapter.11

Test Bank

Chapter 11: Communicating With Families, Friends, and Romantic Partners

Multiple Choice

1. People who come together by choice rather than through blood relationships are known as ______.

a. accidental families

b. intentional families

c. close friends

d. acquaintances

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

2. The family ties between Carol, her grandmother, Susan, and her uncle, George, are ______.

a. ritualistic

b. voluntary

c. involuntary

d. traditional

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Medium

3. What term describes the relationship of runaway kids who have left their homes, for whatever reason, and developed relationships with other street kids who feel like family?

a. acquaintances

b. accidental family

c. family of origin

d. voluntary kin

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

4. Family is constructed through repeated ______ that give a sense of family identity and meaning.

a. stories

b. traditions

c. interactions

d. celebrations

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

5. Gabriela tells Rachel about their great grandmother to help her understand the history of their family. Gabriela is ______.

a. making conversation

b. telling family stories

c. reliving the past

d. stating facts

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Easy

6. A repeated patterned communication event that happens in a family’s life is referred to as ______.

a. story

b. holiday

c. ritual

d. history

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

7. Every night, Liza goes through the house and kisses every family member goodnight. This is an example of a ______.

a. habit

b. sign of affection

c. chore

d. ritual

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Easy

8. Philippa is the adoptive daughter of Willard and Maria, who have both raised her. They would be referred to as her ______.

a. intentional family

b. voluntary kin

c. family-of-origin

d. history

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

9. You get your values, style of communication, and perhaps worldview from your ______.

a. family-of-origin

b. family stories

c. history

d. voluntary kin

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Comprehension

Answer Location: Family Relationships

Difficulty Level: Medium

10. ______ have a core to which the rest of the group gravitates.

a. Voluntary kin

b. Families-of-origin

c. Nuclear families

d. Intentional families

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

11. David and Miki are married and have three biological children who live with them. They are considered a(n) ______.

a. family-of-origin

b. intentional family

c. nuclear family

d. multigenerational family

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Medium

12. Joanna works, and Ralph stays at home and takes care of their two children. This family would be called a(n) ______.

a. contemporary nuclear family

b. family-of-origin

c. intentional family

d. traditional nuclear family

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

13. Jay and Stefano married and then adopted Lily. They would be considered a(n) ______.

a. intentional family

b. contemporary nuclear family

c. gay- or lesbian-headed family

d. traditional nuclear family

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Medium

14. Diana lives with her mom, aunt, a cousin, and her grandfather in a ______.

a. contemporary nuclear family

b. traditional nuclear family

c. nuclear family

d. multigenerational family

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

15. Valencia has two children at home and cares for her ailing mother. This is an example of ______.

a. sandwich generation

b. contemporary nuclear family

c. traditional nuclear family

d. intentional family

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

16. ______, like intentional families, are voluntary.

a. Contemporary nuclear families

b. Multigenerational families

c. Friendships

d. Traditional nuclear families

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Medium

17. Cecil and Breanna have known each other for years, go to yoga together, and look out for each other. This would be classified as a(n) ______.

a. intentional family

b. friendship

c. sandwich generation

d. family of origin

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Comprehension

Answer Location: Close Friendships

Difficulty Level: Medium

18. The term ______, as it is used in American society, does not always signify emotional closeness.

a. acquaintance

b. colleague

c. significant other

d. friend

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Comprehension

Answer Location: Close Friendships

Difficulty Level: Medium

19. This term refers to a relationship that is marked by closeness, shared personal feelings, and participants who hold each other in high esteem.

a. colleague

b. acquaintance

c. authentic friends

d. family

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

20. The valued qualities of loyalty, trust, and genuineness are hallmarks of ______.

a. symmetrical reciprocity

b. solidarity

c. agency

d. communion

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

21. Lucille discloses and opens herself to Rose, in hopes of finding a way to connect. This practice follows a second friendship expectation called ______.

a. solidarity

b. symmetrical reciprocity

c. communion

d. agency

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Hard

22. Trust and intimacy in the establishment of ______ are especially important for women in same-sex friendships.

a. solidarity

b. communion

c. symmetrical reciprocity

d. agency

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Comprehension

Answer Location: Close Friendships

Difficulty Level: Medium

23. The definition of ______ is companionship and sharing mutual activities.

a. communion

b. agency

c. solidarity

d. symmetrical reciprocity

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

24. Santiago and Elena hang out with each other all the time to relax and have fun. This is an example of ______.

a. solidarity

b. symmetrical reciprocity

c. agency

d. communion

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Hard

25. ______ refers to a type of friendship where close friends are perceived as opportunities for deriving benefits.

a. Communion

b. Agency

c. Symmetrical reciprocity

d. Solidarity

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

26. Valerie knows that Theodora comes from a wealthy family, and expects Theodora to help her if she gets into a financial bind. This is an example of the ______ expectation in close friendships.

a. symmetrical reciprocity

b. communion

c. solidarity

d. agency

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Application

Answer Location: Close Friendships

Difficulty Level: Hard

27. The phrase, “It’s a journey,” could best explain the concept that friendship is a ______ experience.

a. boring

b. temporary

c. lifespan

d. predictable

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Comprehension

Answer Location: Close Friendships

Difficulty Level: Medium

28. Stage 1 of the Selman Model of Childhood Friendship covers which age group?

a. 3 to 7 years old

b. 4 to 9 years old

c. 6 to 12 years old

d. 8 to 15 years old

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Selman Model of Childhood Friendship

Difficulty Level: Easy

29. Fionn and Siobhan are 5 years old, live next door to each other, and are best friends. Their friendship would be regarded as ______.

a. one-way assistance

b. caring and sharing

c. two-way, fair-weather cooperation

d. momentary playmateship

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Selman Model of Childhood Friendship

Difficulty Level: Hard

30. Between ages of 4 and 9, in the stage of ______, children are incapable of other-centeredness in their close relationship.

a. caring and sharing

b. two-way, fair-weather cooperation

c. one-way assistance

d. momentary playmateship

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Selman Model of Childhood Friendship

Difficulty Level: Easy

31. Early conceptions of ______ relationships focused on mating and creating a family.

a. platonic

b. romantic

c. agency

d. caring and sharing

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

32. Intimacy, passion, and commitment are elements of the ______ theory.

a. Selman model

b. Rawlins model

c. stabilized friendship

d. triangular theory of love

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Romantic Relationships

Difficulty Level: Medium

33. Vlad and Diego are in love and are close, connected, and bonded. In other words, they have ______.

a. agency

b. intimacy

c. two-way cooperation

d. reciprocity

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Romantic Relationships

Difficulty Level: Hard

34. A desire for self-esteem, sexual fulfillment, and nurturance is usually fueled by ______.

a. passion

b. agency

c. caring and sharing

d. friendship

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

35. The likelihood of Sara staying in a relationship with Cortez is the third element of the triangular theory of love: ______.

a. agency

b. passion

c. commitment

d. intimacy

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Hard

36. Ray has made a decision to see Asha romantically. This is referred to as ______.

a. caring and sharing

b. short-term commitment

c. intimacy

d. passion

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Romantic Relationships

Difficulty Level: Medium

37. Cade has decided he wants to maintain his relationship with Blake, meaning he has made ______.

a. a short-term commitment

b. a declaration of love

c. a friendship

d. a long-term commitment

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Romantic Relationships

Difficulty Level: Medium

38. Intimacy, passion, and commitment are the foundation of ______.

a. friendship

b. long-term commitment

c. love

d. caring and sharing

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

39. How we behave and the roles we play in romantic relationships are dictated by ______, or mental stories that we have.

a. relational scripts

b. cultural performances

c. linguistic constructs

d. family stories

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Saying “I Love You”

Difficulty Level: Medium

40. A person’s ______ affects communication practices during the stages of a relationship.

a. passion

b. relational script

c. love style

d. declaration of love

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Saying “I Love You”

Difficulty Level: Easy

41. A major factor affecting communication in a romantic relationship is a person’s sense of ______.

a. commitment

b. affection

c. passion

d. security

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Saying “I Love You”

Difficulty Level: Hard

42. If a couple continues their relationship even when separated by distance, their relationship is referred to as a(n) ______.

a. long-term commitment

b. long-distance relationship

c. short-term commitment

d. electronic relationship

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Saying “I Love You”

Difficulty Level: Medium

43. Gessica lives in Houston, TX, and Hamilton lives in Washington, DC, but they are both committed to each other and maintaining their ______.

a. long-distance relationship

b. long-term commitment

c. intentional family

d. communion

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Saying “I Love You”

Difficulty Level: Hard

44. Same-sex or multiracial couples face issues of ______ that heterosexual couples do not.

a. role-limited interaction

b. relationship ruts

c. discrimination and identity

d. intimacy and passion

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Saying “I Love You”

Difficulty Level: Medium

45. Marianna reminds Carla to be careful about their relationship around her church group because she is worried about ______.

a. family stories

b. short-term commitment

c. waning friendships

d. discrimination

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Romantic Relationships

Difficulty Level: Hard

46. C.A.R.E. is an acronym that stands for ______.

a. Constantly Assessing Relationship Exits

b. Constantly Assessing the Relationship Excellence

c. Current Assessment of Relationship Engagement

d. Current Ailments of Relationship Emotions

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Easy

47. Using the skills of other-centeredness and empathy is reflected in the skill of ______.

a. C.A.R.E.

b. love

c. a long-term commitment

d. friendship

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Medium

48. Doris thinks about Jayce’s well-being, and she empathizes with the loss of his job. This is an example of ______.

a. recognizing history together

b. keeping the relationship “alive”

c. taking time to C.A.R.E.

d. ensuring equity when possible

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Hard

49. We may think we know about how our families are operating, but we can sometimes be neglectful because of the ______ quality.

a. “unrecognized history”

b. “take-for-granted”

c. “time to C.A.R.E”

d. “relationship rut”

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Medium

50. Maintaining awareness of your past ______ is useful as a relationship evolves.

a. long-term commitment

b. time taken to C.A.R.E.

c. relationship ruts

d. relational history

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Recognize Your History Together

Difficulty Level: Medium

51. Whenever Jorge and Meagan see each other, they reminisce about the time their car broke down in the desert. This event is part of Jorge and Meagan’s ______.

a. relational history

b. long-term commitment

c. relational script

d. relationship equity

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Recognize Your History Together

Difficulty Level: Hard

52. ______ is essential in relationship building.

a. Friendship

b. Self-disclosure

c. Long-term commitment

d. Love

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Recognize Your History Together

Difficulty Level: Medium

53. Andrew and Eden’s friendship was initially based on partying in college, but as they got older, they turned to each other in hard times. Andrew and Eden’s friendship reflects which concept about relationships?

a. Relationship ruts can be destructive to friendships.

b. Friends sometimes grow apart as they mature.

c. Close friendships can go through many stages.

d. People often become closer by overcoming challenges.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Recognize Your History Together

Difficulty Level: Medium

54. A fundamental assumption in the text is that family, close friendships, and romantic relationships are ______ in people’s lives.

a. central

b. divisive

c. influential

d. challenges

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Recognize Your History Together

Difficulty Level: Medium

55. Ben and Jamila constantly argue over petty issues and are rarely affectionate with each other these days. They are in a ______.

a. relational stage

b. relationship rut

c. waning relationship

d. relational challenge

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Find Ways to Keep the Relationship “Alive”

Difficulty Level: Hard

56. An example of ______ is when one partner’s job takes priority over their relational partner.

a. taking someone for granted

b. a relationship rut

c. a challenge

d. routinized intimacy

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Find Ways to Keep the Relationship “Alive”

Difficulty Level: Medium

57. If Candice put a love note in Jessica’s briefcase, she’s practicing ______.

a. routinized intimacy

b. random acts of romance

c. self-disclosure

d. relational history

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Find Ways to Keep the Relationship “Alive”

Difficulty Level: Medium

58. The broad definition of equity is ______.

a. surrender

b. balance

c. fairness

d. hierarchy

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Ensure Equity When Possible

Difficulty Level: Easy

59. Africa asked that Monroe do his share of the household chores because she wanted ______.

a. equity

b. romance

c. friendship

d. love

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Application

Answer Location: Ensure Equity When Possible

Difficulty Level: Hard

60. A relationship can only survive various challenges if both the individuals are ______.

a. caring

b. considerate

c. equal

d. in love

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Ensure Equity When Possible

Difficulty Level: Medium

True/False

1. Intentional families come together through bloodlines.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

2. Mrs. Hamilton is a kind older woman who took care of Ricardo when he had nowhere else to go. This is an example of voluntary kin.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Comprehension

Answer Location: Family Relationships

Difficulty Level: Medium

3. We pass down family stories to help us construct family identity.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

4. Family stories are only for entertainment.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Comprehension

Answer Location: Family Relationships

Difficulty Level: Medium

5. Sara was adopted at 12. Her adoptive parents are considered her family-of-origin.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Knowledge

Answer Location: Family Relationships

Difficulty Level: Easy

6. Friendships, like role relationships, are composed of interchangeable individuals.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

7. Authentic friends share personal feelings, call each other close friends, and regard each other highly.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

8. Choosing behaviors that work to sustain the relationship is a part of symmetrical reciprocity.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

9. Giselle spent a lot of time with Alina after they both found out that they were cancer survivors. This is an example of communion.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Comprehension

Answer Location: Close Friendships

Difficulty Level: Medium

10. Agency is the expectation of friendship that is based solely on quid pro quo.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Knowledge

Answer Location: Close Friendships

Difficulty Level: Easy

11. The term “romantic” only refers to things like roses, chocolate, and kisses.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Romantic Relationships

Difficulty Level: Easy

12. Intimacy, passion, and commitment are the three components in the triangular theory of love.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

13. Intimacy is characterized by closeness but not necessarily bonding.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Romantic Relationships

Difficulty Level: Medium

14. Passion is only about the sexual aspect of a relationship.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

15. The decision to sustain a relationship is referred to as short-term commitment.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Romantic Relationships

Difficulty Level: Easy

16. Being mindful of the relationship’s value is included in C.A.R.E.-ing.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Easy

17. The take-for-granted quality is common in family relationships.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Take Time to C.A.R.E.

Difficulty Level: Medium

18. A relationship’s past is used for future reference.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Recognize Your History Together

Difficulty Level: Medium

19. A relationship that has become dull and unproductive is in a relationship rut.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Knowledge

Answer Location: Find Ways to Keep the Relationship “Alive”

Difficulty Level: Easy

20. Relationships today look much like relationships from the 1950s in terms of equity between partners.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Comprehension

Answer Location: Ensure Equity When Possible

Difficulty Level: Medium

Short Answer

1. Illustrate the concept of voluntary kin using an example from your own life.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Application

Answer Location: Family Relationships

Difficulty Level: Hard

2. Every Thanksgiving, Abigail and Ryan tell their children the story of how they first met. They see the coincidence of their meeting as a sign of destiny. Identify the interpersonal communication technique Abigail and Ryan are using and explain its importance to family.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

3. Compare and contrast close friendships and romantic relationships.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Hard

4. Every Saturday, Jaelyn and Rosario have a standing appointment to meet at the local café and discuss the week’s events. Identify and explain the expectation of friendship that Jaelyn and Rosario are exhibiting.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Medium

5. Ava and McKenna have gotten to know each other a bit more, but so far only in the context of work. Then Ava invites McKenna to get lunch together on the weekend. Identify and explain the stage of adult friendship they are in, according to the Rawlins model.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Close Friendships

Difficulty Level: Hard

6. Compare and contrast intimacy and passion, according to the triangular theory of love.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Romantic Relationships

Difficulty Level: Hard

7. Provide an example the kind of opening line someone with an other-centered love style might use with a romantic interest.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Application

Answer Location: Romantic Relationships

Difficulty Level: Hard

8. Explain relational scripts and provide an example of how someone might use them.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Application

Answer Location: Romantic Relationships

Difficulty Level: Hard

9. Explain relationship ruts and provide an example.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Application

Answer Location: Find Ways to Keep the Relationship “Alive”

Difficulty Level: Hard

10. “I feel like I’m always doing things around the house, and Shelby never contributes,” says Charlie. Identify and explain the relationship skill that could be improved upon.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Ensure Equity When Possible

Difficulty Level: Hard

Essay

1. Identify the types of nuclear families and explain their differences.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Analysis

Answer Location: Family Relationships

Difficulty Level: Hard

2. Explain what the sandwich generation is and give an example.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Application

Answer Location: Family Relationships

Difficulty Level: Hard

3. Your text describes several kinds of nontraditional family configurations. Identify and explain three of these. Illustrate your explanations with examples.

Learning Objective: 11-1: Identify and describe the types of family configurations in the United States

REF: Cognitive Domain: Application

Answer Location: Family Relationships

Difficulty Level: Hard

4. Five-year-old Raine is entering kindergarten, and his parents are excited to see how he makes friends. Based on your knowledge of the Selman Stages of Friendship, identify and explain which stage(s) might you expect Raine to be in.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Analysis

Answer Location: Selman Model of Childhood Friendship

Difficulty Level: Hard

5. Miles and Farouq just met at work, but both men get the feeling that they might become good friends. Illustrate their probable friendship trajectory using the Rawlins Model of Adult Friendship Development.

Learning Objective: 11-2: Explain the various stages of childhood and adult friendships

REF: Cognitive Domain: Application

Answer Location: Rawlins Model of Adult Friendship Development

Difficulty Level: Medium

6. Your friend Caitlyn is telling you about her boyfriend Roberto. She tells you that she feels very close to him but isn’t sure if she’s in love. Use your knowledge of the triangular theory of love to advise Caitlyn on whether she feels love for Roberto.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Application

Answer Location: Romantic Relationships

Difficulty Level: Hard

7. Ariana, who is European American, and Olivia, who is Asian American, have just entered into a relationship with each other. Identify some of the concerns that they might have to contend with that a heterosexual couple of the same race would not.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Analysis

Answer Location: Saying “I Love You”

Difficulty Level: Hard

8. Explain the abbreviation “LDR” and provide an example of what it stands for.

Learning Objective: 11-3: Articulate the dimensionality of romantic relationships

REF: Cognitive Domain: Application

Answer Location: Saying “I Love You”

Difficulty Level: Hard

9. Caring and relational past work best in combination for improving interpersonal communication in relationships. Explain these two concepts and give an example of them working together.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Application

Answer Location: Recognize Your History Together

Difficulty Level: Hard

10. “Antonio and I are in a relationship rut,” says your friend Gregor. Explain what a “relationship rut” is and use your knowledge of the skills for relationship maintenance to give Gregor advice on how to combat this.

Learning Objective: 11-4: Employ skills that help to improve communication in families, close friendships, and romantic relationships

REF: Cognitive Domain: Application

Answer Location: Recognize Your History Together

Difficulty Level: Hard