Exam Prep The Self, Identity, and Personality Chapter.11 - Topical Lifespan Development 9e Complete Test Bank by John Santrock. DOCX document preview.
Chapter 11
Test Bank
1. Which of the following is the central aspect of an individual's personality?A. selfB. identityC. perceptionD. self-assessmentAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Understanding2. Being attentive and positive toward one's image in a mirror appears as early as _____ month(s) old.A. 1B. 3C. 6D. 12Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: InfancyTopic: Self-Understanding3. When describing herself, Cali says that she is the oldest child in her family, is president of the honor society at school, has a few close friends, and is on the student council. These aspects of Cali's self-understanding are based onA. roles and membership categories.B. representations of the self.C. personal memories.D. self-concepts.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Understanding4. Twenty-month-old Michael is placed in front of a mirror with a spot of rouge on his nose. Based on research into the development of self-recognition, Michael will MOST likelyA. touch his nose in an attempt to wipe off the spot.B. touch the mirror in an attempt to wipe the spot off of his nose.C. wave and point to the child in the mirror.D. look to his mother for assurance that the child in the mirror is okay.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: InfancyTopic: Self-Understanding5. Dewey comprehends that he is a 10-year-old boy who is: on the chess team, a member of a family, loves computer games, and hates peanut butter. This is Dewey'sA. self-esteem.B. personality.C. self-understanding.D. character.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Self-Understanding6. For most children, the ability to recognize oneself in the mirror occursA. at about six months of age.B. sometime in the second year of life.C. at about three years of age.D. usually around nine to ten months of age.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: InfancyTopic: Self-Understanding7. Preschool children often describe themselves in terms of what dimension of the self or self-understanding?A. physical or activeB. abstractC. symbolicD. transitoryAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-Understanding8. Todd explains that he is different from Davion because he is tall and has blonde hair and Davion is short and has brown hair. Todd is likely a(n)A. toddler.B. preschooler.C. elementary school-aged child.D. adolescent.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-UnderstandingTopic: Understanding Others9. Which of the following explains why young children have unrealistically positive self-descriptions?A. They don't yet distinguish between their desired and actual competence.B. They don't compare their own abilities with others.C. They don't distinguish their real self from their ideal self.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-Understanding10. Which of the following is an example of how a 5-year-old child might perceive a friend in terms of psychological traits?A. My friend lives over there.B. My friend has brown hair.C. My friend is funny.D. My friend is short.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Understanding Others11. Which of the following is an example of how a young child might make a self-evaluation using an unrealistically positive overestimation?A. I am sometimes scared of the dark.B. I know most of my ABCs.C. I can sing part of that song.D. I am never scared.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-Understanding12. How has recent research helped to reshape the dominant Piaget view of infants’ and young children’s understanding of others?A. "It has shown that they are not as egocentric and are more socially perceptive than Piaget thought.B. It has shown that children have less of a sense of self and others than Piaget gave them credit for.C. It suggests that children have less of a grasp of social states than Piaget thought.D. It has shown that children’s understanding of internal states cannot be improved through direct communication about them.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Understanding Others13. Mariah identifies herself as a kind person, a girl scout, and the best soccer player on her team, something which will never change. Mariah is inA. adulthood.B. adolescence.C. early childhood.D. middle to late childhood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Self-Understanding14. Leigh understands that she upset her brother when she lost his favorite ball and wants to replace it to make him happy. Leigh is displayingA. self-understanding.B. perspective taking.C. social comparison.D. contradictions within the self.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Understanding Others15. Ted is very good at understanding his friends' needs and thoughts. He is adept atA. social comparison.B. self-consciousness.C. perspective taking.D. self-understanding.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Understanding Others16. Jana has considered herself differently across a short period of time, as a tomboy, dancer, honor student, and so on. This is an example of Jana'sA. ideal self.B. real self.C. possible selfD. fluctuating self.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Understanding17. Kelsy dreams of becoming a singing star one day because she considers herself to be highly talented. Kelsy is considering herA. fluctuating self.B. real self.C. contradictions within the self.D. possible self.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Possible Selves18. What individuals might become, what they would like to become, and what they dread they will become constitutes theirA. possible selves.B. fluctuating selves.C. self-consciousness.D. self-integration.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Possible Selves19. In late adolescence or early adulthood, one typically puts all the disparate parts of the self together in a systematical way and construct a general theory of self-understanding. We refer to this asA. the possible self.B. self-integration.C. the ideal self.D. self-consciousness.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Understanding20. The extent to which a young adult recognizes his or her personal psychological makeup, including strengths and weaknesses, is that person'sA. fluctuating self.B. possible self.C. ideal self.D. level of self-awareness.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Awareness21. As individuals get older, they describe _____ possible selves and portray them in more _____ ways.A. more; abstractB. fewer; concreteC. fewer; abstractD. more; concreteAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early AdulthoodTopic: Possible Selves22. Leslie recalls her painful divorce. At the time, she felt like a failure but now realizes that many aspects of her life improved as a result of this challenge. This process is an example ofA. the fluctuating self.B. the ideal self.C. possible selves.D. life review.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Life ReviewTopic: Middle Adulthood23. Judy reminisces about when her children were young. She reveals to her daughter that she often felt tired and discouraged during those times. Seeing her children as parents helps Judy realize that she was and is a good mother. This is an example ofA. life review.B. the fluctuating self.C. possible selves.D. self-esteem.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Life Review24. Joann is an older adult who attends a group that shares its past experiences, familiar objects, and photographs with each other. This kind of therapy is known as _____ therapy.A. life reviewB. reminiscenceC. regressionD. narcissismAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Life Review25. Self-esteem refers to _____, while self-concept refers to _____.A. self-worth; self-imageB. global self-evaluation; domain-specific evaluationsC. global self-evaluation; self-worthD. domain-specific evaluations; global self-evaluationAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem26. Which of the following statements is NOT supported by research findings? Low self-esteem isA. correlated with perceived negative physical appearance.B. correlated with depression and lack of happiness.C. strongly correlated with adult job performance.D. correlated with poor mental and physical health in later life.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem27. Of the following, self-esteem is correlated most strongly withA. athletic competence.B. behavioral conduct.C. scholastic competence.D. physical appearance.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem28. Self-esteem is linked to many different factors. It is important to remember that the research on self-esteem is not _____, but is largely _____.A. experimental; correlationalB. correlational; experimentalC. stable; fluctuatingD. global; domain-specificAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem29. Compared to in childhood, most adolescents have _____ self-esteem.A. higherB. lowerC. fluctuatingD. inflatedAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Esteem30. In most age periods, self-esteem is higher in _____ than in _______.A. males; femalesB. females; malesC. adolescence; middle childhoodD. adolescence; middle adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem31. Compared to a seven-year-old child, a nine-year-old child is likely toA. give a less realistic self-evaluation.B. give a more realistic self-evaluation.C. have much lower self-esteem.D. have an unhealthy self-image.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Self-Esteem32. Cross-cultural research shows which of the following about adolescents around the world?A. Almost three-fourths of the adolescents had a healthy self-image.B. Almost three-fourths of the adolescents had an unhealthy self-image.C. Less than half of the adolescents had a healthy self-image.D. Almost three-fourths of the adolescents had unrealistically positive self-images.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Self-Esteem33. All of the following are possible reasons why older adults don't have lower self-esteem than young or middle-aged adults EXCEPTA. they don't interpret their "losses" as negatively as younger adults would.B. they are able to reach their emotion-related goals.C. their knowledge-related goals have increased.D. they compare themselves with other older adults rather than younger adults.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Esteem34. Letti allows her young son to try many different activities—sports, chess, music, and so on. She wants him to discover his natural abilities and interests in order toA. help him realize his limitations.B. decrease his self-consciousness.C. increase his self-esteem.D. increase his multiple selves.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-Esteem35. Which of the following is likely to improve a child's self-esteem?A. Find out what a child values and help develop skills and competence in this area.B. Provide encouragement from both adults and peers.C. Help a child confront a problem and try to cope with it.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early ChildhoodTopic: Self-Esteem36. Which of the following is NOT a strategy for increasing self-esteem?A. Avoid problems to prevent failure or disappointment.B. Develop competence in areas of personal interest.C. Cultivate friendships and sources of emotional support.D. Using learned skills to work toward and reach goals.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Strategies for Increasing Self-Esteem37. The ability to control one's behavior without help from others is known asA. perspective taking.B. self-regulation.C. self-esteem.D. self-awareness.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Regulation38. Those who engage in self-regulation are more likely to haveA. high achievement but low life satisfaction.B. lower achievement but high life satisfaction.C. high achievement and high life satisfaction.D. low self-esteem.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Regulation39. At what age do infants, relying on others for signals about acceptable behavior, begin to show compliance to caregivers' demands?A. 1–6 monthsB. 6–12 monthsC. 12–18 monthsD. 18–24 monthsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: InfancyTopic: Self-Regulation40. Which of the following might interfere with the development of self-regulation in adolescence?A. advances in cognitive skillsB. greater independenceC. an increased ability to delay immediate gratificationD. feelings of invincibility and social comparisonAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Regulation41. Paul Baltes and colleagues believe that successful aging by older adults involvesA. a significant reduction in self-control and regulation.B. producing new resources beyond their existing ones across all domains.C. selection, optimization, and compensation.D. attempts to regain ability losses and attain all life goals.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation42. The selective optimization with compensation model is based on the idea that older adults fare better when theyA. ignore their increasing limitations.B. use technology to broaden and increase their daily activities and efforts.C. effectively and creatively allocate new skills to tasks they want to master.D. reduce their self-control and regulation.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation43. Curtis loves to garden, but his arthritis makes it difficult. Now he limits the plants he tends to those that do not require much maintenance. This is an example ofA. a contradiction within the self.B. optimization.C. compensation.D. selection.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation44. Thora loves to paint but realizes her fine-motor movement is not what it used to be. She now paints in the morning when she experiences fewer tremors and makes sure to go slowly when working on her projects. This is an example ofA. selection.B. optimization.C. compensation.D. assimilation.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation45. Scott realizes that his memory is not what it used to be. He carries a small notebook with him to write down important information that he will need to recall later. This is an example ofA. compensation.B. accommodation.C. a contradiction within the self.D. optimization.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation46. Older adults are more likely to link their well-being to ______, while younger adults are more likely to assess their well-being in terms of _____.A. their accomplishments; physical attractionB. their accomplishments; their careersC. their accomplishments and good health; their ability to accept changeD. good health and their ability to accept change; their careersAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Early AdulthoodTopic: Self-Regulation47. Sal is 75 years old. He is most likely to personally invest in hisA. health.B. family.C. friends.D. work.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation48. According to Erik Erikson, a key aspect of adolescent development is the need toA. form an identity.B. develop trusting relationships.C. be independent.D. explore his or her sexuality.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View49. Erikson termed the gap between childhood security and adult autonomyA. psychosexual commitment.B. psychosocial crisis.C. identity confusion.D. psychosocial moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View50. Sometimes Kianna wants to become a lawyer and focuses her attention on school work. Other times she finds playing with children so fun and spends most of her time as a volunteer at a preschool. Kianna's change of interests is an example of Erikson'sA. identity withdrawal.B. identity confusion.C. psychosocial confusion.D. psychosocial moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View51. Yves had a tumultuous adolescence. As a young adult, he isolates himself from his peers and family. According to Erikson, Yves emerged from his adolescent crisis withA. identity confusion.B. identity formation.C. identity crisis.D. identity isolation.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View52. Maria is experiencing identity confusion. Which of the following statements describes Maria?A. She is withdrawn and isolated from her family.B. She is immersed in her friends and equates her identity with the crowd.C. She is withdrawn and isolated from her friends.D. All of these are possible descriptions of Maria.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View53. In contrast to Erikson’s belief about identity formation, contemporary theorists believe that identity is formedA. in a gradual process of discovery that occurs across the lifespan.B. after an individual leaves home.C. by resolving a series of crises that emerge during adolescent development.D. long before adolescence.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View54. As articulated by James Marcia, an adolescent who is in one of his four stages of identity development but has not yet experienced a crisis could be experiencingA. identity diffusion or identity foreclosure.B. identity foreclosure or identity moratorium.C. identity moratorium or identity achievement.D. identity achievement or identity diffusion.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses55. According to Marcia, _____ is defined as a period of identity development during which the individual is exploring alternatives.A. commitmentB. crisisC. foreclosureD. diffusionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Marcia's Identity Statuses56. According to Marcia, the part of identity development in which individuals show personal investment in an identity is known asA. diffusion.B. crisis.C. commitment.D. moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Marcia's Identity Statuses57. According to Marcia, the existence of an individual's crisis or commitment in the process of developing a self determines theirA. identity diffusion.B. identity status.C. identity foreclosure.D. identity moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Marcia's Identity Statuses58. Thirteen-year-old Cody does not understand or care about how his strengths and weaknesses will guide him into different roles in the future. According to Marcia, Cody is in a state of identityA. achievement.B. diffusion.C. commitment.D. moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses59. According to Marcia, adolescents who have not explored meaningful alternatives or made any commitments or show no interest in such matters are in a state of identityA. diffusion.B. foreclosure.C. moratorium.D. achievement.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses60. Wayne has not explored different life options. His parents want him to become a lawyer, and he is planning to attend the law school that they have chosen for him. Marcia would say that Wayne is in a state of identityA. diffusion.B. foreclosure.C. moratorium.D. achievement.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses61. According to Marcia, adolescents who have made a commitment without exploring meaningful alternatives are in a state of identityA. diffusion.B. foreclosure.C. moratorium.D. achievement.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses62. An assignment in Chad's career development course has reopened the issue of choosing a major, inspiring him to let go of his long-held plan to be a biologist. He is interested in several possibilities, but has not made any decision. According to Marcia, Chad is in a state of identityA. diffusion.B. foreclosure.C. achievement.D. moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses63. According to Marcia, adolescents who are in the midst of a crisis and whose commitment levels are either absent or only vaguely defined are in a state of identityA. diffusion.B. foreclosure.C. achievement.D. moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses64. Emily tried several different majors at school for a long time. Now, at graduation, she feels strongly interested in business and looks forward to a long career in this area. According to Marcia, Emily is in a state of identityA. achievement.B. moratorium.C. foreclosure.D. diffusion.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses65. According to Marcia, adolescents who have explored alternatives and have made a commitment are in a state of identityA. diffusion.B. foreclosure.C. moratorium.D. achievement.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses66. One way researchers examine identity changes in depth is by using a technique where you ask the individual to tell their life story and evaluate how meaningful and integrated that story is. This approach is known asA. the narrative approach.B. the MAMA cycle.C. identity statuses.D. identity crisis.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Identity67. The "MAMA" cycle isA. the phenomenon in which young adults look to their parents to make difficult decisions for them in various areas of identity.B. a pattern of identity formation in which those with positive identities cycle through the moratorium and achievement stages multiple times.C. direct coercion or subtle pressure from parents for an individual to make a particular identity choice.D. the phenomenon in which young adults do not feel pressure to make identity choices and remain in a state of identity diffusion for long periods of time.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Emerging AdulthoodTopic: Identity68. After considerable identity exploration, Drew finally became committed to becoming a lawyer after college. After happily working as a lawyer for a few years, he felt he was not interested in law anymore. After some soul searching, he found that his heart was in art and he decided to become an artist. Drew's experience is an example ofA. identity diffusion.B. identity foreclosure.C. the "MAMA" cycle.D. identity moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: Early AdulthoodTopic: Identity69. Stephanie has finished college and happily begun a career as a chemist. But her mother explains that few decisions are permanent, and that Stephanie may continue to reevaluate her choices and change careers several times during the course of her life. Stephanie’s mother is describingA. identity foreclosure.B. the "MAMA" cycle.C. identity moratorium.D. identity diffusion.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: Emerging AdulthoodTopic: Identity70. For positive identity development, a family atmosphere should promoteA. individuality and reduce connectedness.B. connectedness and reduce individuality.C. both individuality and connectedness.D. neither connectedness nor individuality.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Family Influences71. Kristina is looking forward to participating in the mock election debate at school. She has strong opinions on school issues and feels confident that she can communicate her stance to others. Kristina is strong in what characteristic?A. mutualityB. permeabilityC. connectednessD. individualityAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Family Influences72. According to Cooper, self-assertion and separateness are two dimensions ofA. mutuality.B. permeability.C. individuality.D. connectedness.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: Family Influences73. Maria is a family therapist. She encourages her clients to recognize and respect other's points of view and be open to different ideas. Maria is fostering a sense ofA. self-assertion.B. connectedness.C. individuality.D. separateness.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: Family Influences74. According to Cooper, mutuality and permeability are two dimensions ofA. self-assertion.B. separateness.C. individuality.D. connectedness.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Family Influences75. When minority youth identify in some ways with their ethnic culture and in other ways with the majority culture, they are developing a(n)A. identity moratorium.B. ethnic individuality.C. identity diffusion.D. bicultural identity.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Cultural and Ethnic Identity76. Juan is a college student who is reflecting on his ethnic identity and how he fits into mainstream culture. He has a diverse group of friends, loves American cinema, and is active in the campus Latino Club. Juan likelyA. suffers from low self-esteem and identity confusion.B. has identity diffusion.C. has a bicultural identity.D. has an identity moratorium.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: Cultural and Ethnic IdentityTopic: Emerging Adulthood77. Which of the following is an enduring aspect of the self that includes a sense of membership in an ethnic group, along with the attitudes and feelings related to that membership?A. bicultural identityB. identity diffusionC. ethnic identityD. identity foreclosureAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the key facets of identity development.Topic: Cultural and Ethnic Identity78. What type of personality theories are based on the notion that people can be described in terms of the basic ways they behave?A. behavioristB. environmentalC. psychosocialD. traitAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Emerging AdulthoodTopic: Trait Theories79. The Big Five factors theory of personality is the view that personality is made up ofA. drama, humor, fear, intelligence, and friendship.B. biological predisposition, environmental influences, personal preferences, cognitive abilities, and social likeability.C. openness, conscientiousness, extraversion, agreeableness, and neuroticism.D. experiences, innate qualities, learned behaviors, reactions/actions, and expectations.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Big Five Factors of PersonalityTopic: Emerging Adulthood80. The Big Five factors have shown in research to be related toA. better health and less stress.B. superior problem-focused coping.C. better-quality relationships.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Big Five Factors of PersonalityTopic: Middle Adulthood81. Today, most personality psychologists believe that personality is a product ofA. traits.B. situation.C. trait-situation interaction.D. the Big Five factors.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Big Five Factors of PersonalityTopic: Middle Adulthood82. Some psychologists believe that trait theories of personality give too little attention to _____ and put too much emphasis on _____.A. stability; environmentB. environment; stabilityC. biology; plasticityD. environment; plasticityAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Trait Theories83. The Big Five factor of agreeableness is positively correlated withA. superior cognitive functioning.B. academic success.C. satisfying romantic relationships.D. viewing oneself more positively.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Trait Theories84. What is characteristic of the transition that occurs in the novice phase in Levinson's theory?A. social relationship developmentB. development of a dream, and the free experimentation and testing of this dream in the real worldC. determining realistic goalsD. removing all the dreams one had when one was youngAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Emerging AdulthoodTopic: Levinson's Seasons of a Man's Life85. According to Levinson's research on the midlife transition, most malesA. found it an easy and gradual developmental phase.B. were not aware of the significant developmental changes taking place.C. found it to be a painful and difficult time.D. found it to be a painful and difficulty time, while females did not experience any crisis.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Levinson's Seasons of a Man's LifeTopic: Middle Adulthood86. What did Levinson conclude about females in midlife transition?A. Females have significantly less distress during this process.B. Females face the midlife transition earlier and with greater difficulty than males.C. Females who had children had an easier time than those who did not.D. Like males, females also experience the stages, transitions and crisis of middle age.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Middle AdulthoodTopic: Midlife Crisis87. According to Levinson, the midlife crisis requires men to come to grips withA. being masculine versus being feminine.B. being attached to others versus being separated from them.C. being young versus being old.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Middle AdulthoodTopic: Midlife Crisis88. What do most researchers believe regarding the concept of a midlife crisis?A. The idea of the midlife crisis has been exaggerated.B. A midlife crisis lasts approximately 5 years.C. Midlife crises are much more serious than Levinson thought.D. A midlife crisis only happens to men, not women.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Middle AdulthoodTopic: Midlife Crisis89. In the individual variations view of middle adulthood development, it is important to recognize thatA. the vast majority of individuals face a long and turbulent midlife crisis.B. some individuals may experience a midlife crisis in some contexts of their lives but not others.C. a midlife crisis occurs in all domains of life at about the same time.D. the less publicized female midlife crisis revolves around the loss of fertility.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Middle AdulthoodTopic: Midlife Crisis90. What theory emphasizes the influence of life experiences on personality development?A. BOOM theoryB. contemporary life-events approachC. MAMA cyclesD. Big Five factors of personality theoryAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Life-Events ApproachTopic: Middle Adulthood91. According to the contemporary life-events approach of development, a divorce is likely to affect an individual in aA. negative way regardless of situations.B. positive way regardless of situations.C. unique way, dependent on mediating factors, adaptation, life-stage and sociohistorical context.D. negative way only if children are involved.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Life-Events ApproachTopic: Middle Adulthood92. The life-events approach to understanding adult development has been criticized for which of the following reasons?A. It focuses too much on change and too little on stability.B. It focuses too little on common daily experiences.C. It focuses too much on life’s major events.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Life-Events ApproachTopic: Middle Adulthood93. The seventh stage of Erikson's life-span theory takes place during middle age and is termedA. intimacy versus isolation.B. integrity versus despair.C. generativity versus stagnation.D. identity versus identity confusion.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Middle Adulthood94. Beverly spends as much time with her grandchildren as she can. She wants them to remember the fun times they have shared when she passes. According to Erikson, Beverly is striving to achieveA. identity.B. intimacy.C. generativity.D. stagnation.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Late Adulthood95. Middle-aged Jeff regrets his earlier over-focus on work and felt sorry that he didn’t do anything for his children. According to Erikson, Jeff is experiencingA. doubt.B. shame.C. despair.D. stagnation.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Middle Adulthood96. When adults strive to pass down their legacies to the younger generations, they showA. identity.B. intimacy.C. generativity.D. stagnation.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Middle Adulthood97. Costa and McCrae found in their longitudinal study a great deal of stability across adulthood years in the following which Big Five factors?A. openness and extraversion.B. agreeableness and neuroticism.C. conscientiousness.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Costa and McCrae's Baltimore StudyTopic: Late AdulthoodTopic: Middle Adulthood98. Specht and colleagues (2011) found that emotional stability, extraversion, openness, and agreeableness were ______ in early adulthood, ________ between 40–60 years of age, and _____ in late adulthood.A. higher; stable; decreasedB. lower; peaked; decreasedC. lower; increased; peakedD. higher; decreased; peakedAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: Costa and McCrae's Baltimore StudyTopic: Late Adulthood99. In the Berkeley longitudinal studies, which of the following dimensions was considered the LEAST stable in adult personality development?A. degree of hostilityB. being intellectually orientedC. openness to new experiencesD. self-confidenceAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: Berkeley Longitudinal StudiesTopic: Middle Adulthood100. The Berkeley longitudinal studies indicated that life-span personality development is marked byA. significant change.B. significant stability.C. neither extreme change nor extreme stability.D. significant flux in self-confidence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Berkeley Longitudinal StudiesTopic: Middle Adulthood101. In the Berkeley longitudinal studies, which of the following dimensions was considered the MOST stable in adult personality development?A. nurturanceB. hostilityC. self-controlD. self-confidenceAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Berkeley Longitudinal StudiesTopic: Middle Adulthood102. Which of the following is a finding of Helson's Mills College study?A. Women in their 40s experience many of the same concerns that Levinson found about men in midlife.B. The concerns women feel in midlife show a drastic contrast to what Levinson found about men in midlife.C. Women who are family-oriented, career-oriented, and those who follow neither path change in the same way throughout adulthood.D. Women who are family-oriented and career-oriented changed much less than those who follow neither path.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Helson's Mills College StudiesTopic: Middle Adulthood103. The author of the Mills College longitudinal study suggests that women in their 40s tend to experience a midlife _____ instead of a midlife ____.A. crisis; consensusB. crisis; conscientiousnessC. consciousness; crisisD. consciousness; consensusAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Helson's Mills College StudiesTopic: Middle Adulthood104. Which of the following BEST summarizes the overall results of the metaanalysis of 92 longitudinal studies on personality development?A. Personality changes in a positive direction across the adult years.B. Personality is more stable after midlife than during early adulthood.C. The developmental path of personality change over time supports a cumulative personality model.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Early AdulthoodTopic: Stability and Change105. According to the cumulative personality model of personality development, as people age they become more adept atA. personality change.B. identifying negative personality traits in others.C. interacting with their environment in ways that support personality stability.D. resisting any changes.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe personality and its development in adulthood.Topic: Stability and Change106. Define self, identity, and personality.
Self: all the characteristics of a personIdentity: who a person is, a synthesis and integration of self-understandingPersonality: the enduring personal characteristics of individuals
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: IdentityTopic: Self-Understanding107. Define perspective taking, and explain its relationship to social acceptance in children.
Perspective taking is the ability to assume another person's point of view and understand his/her thoughts and feelings. Children who are competent at perspective taking are better at understanding and sympathizing with others who are distressed or in need.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Middle and Late ChildhoodTopic: Self-Understanding108. Describe two ways that an adolescent's self-understanding differs from that of a child.
1. Adolescents are more likely to use abstract and idealistic labels to describe themselves.2. Adolescents are more likely to be self-conscious and preoccupied with their self-understanding.3. Adolescents have the ability to construct possible selves, including what they hope to become and what they dread they will become.4. Adolescent self-understanding becomes more integrative.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Middle and Late ChildhoodTopic: Self-Understanding109. Compare self-esteem with self-concept.
Self-esteem: refers to global evaluations of the self, also called self-worth or image.Self-concept: refers to domain-specific evaluations of the self.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Self-Esteem110. List three ways to improve self-esteem.
1. Identify the causes of low-self-esteem and the domains of competence important to the self.2. Provide opportunities emotional support and social approval.3. Take responsibility for one’s own self-esteem.4. Achieve goals.5. Develop effective coping strategies.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Strategies for Increasing Self-Esteem111. Describe how increased cognitive ability and other tendencies characteristic of adolescent thinking might work against each other in developing self-regulation in adolescence.
Advances in cognitive skills and independence might lead to increased self-control and recognition of the value of delaying immediate gratification for a later good. However, adolescent feelings of invincibility, impulsiveness, and a tendency to engage in social comparison may work against cognition and produce less self-control.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: AdolescenceTopic: Self-Regulation112. Describe the selective optimization with compensation theory.
It proposes that successful aging is linked with three main factors:
1. Selection—reduced capacity and loss of functioning require the selection of activities to continue.2. Optimization—performance in some areas can be maintained by the practice and use of new technologies.3. Compensation—occurs when life tasks require capacity beyond the level of an older adult's performance potential.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop.Topic: Late AdulthoodTopic: Self-Regulation113. Name five identity components.
1. vocational/career2. political3. religious4. relationship5. achievement/intellectual6. sexual identity7. cultural/ethnic8. interests9. personality10. physical
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View114. Explain Erik Erikson's fifth stage of psychosocial development.
The fifth stage of Erikson's theory is identity versus identity confusion. At this stage, adolescents must form an identity about who they are and who they want to become. Adolescents gradually understand they are responsible for themselves and their own lives.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Erikson's View115. List three of the four identity statuses presented by James Marcia.
1. identity diffusion2. identity foreclosure3. identity moratorium4. identity achievement
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: AdolescenceTopic: Marcia's Identity Statuses116. Evaluate your own identity status. Explain why you believe you are at that stage of development.
Answers will vary.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesAPA Outcome: 5.2: Exhibit self-efficacy and self-regulationBloom's Taxonomy: EvaluationDifficulty Level: DifficultLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses117. According to Marcia, what three factors influence whether adolescents develop a positive identity?
1. Confidence in parental support2. Sense of industry3. Ability to take a self-reflective stance toward the future
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Marcia's Identity Statuses118. What is the "MAMA" cycle?
The "MAMA" cycle can occur among those who develop positive identities and involves repetition of two of Marcia’s identity statuses during adulthood. It stands for moratorium, achievement, moratorium, achievement; these cycles may be repeated throughout adult life as an individual periodically redefines and attaches to the interests and pursuits that define their identity.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Emerging AdulthoodTopic: Identity119. Describe the two dimensions of individuality and the two dimensions of connectedness.
Dimensions of individuality:1. self-assertion—the ability to have and communicate a point of view.2. separateness—the use of communication patterns to express how one is different from others.Dimensions of connectedness:1. mutuality—sensitivity to and respect for others' views.2. permeability—openness to others' views.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Explain the key facets of identity development.Topic: AdolescenceTopic: Family Influences120. What are the Big Five factors of personality?
1. openness to experience2. conscientiousness3. extraversion4. agreeableness5. neuroticism
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe personality and its development in adulthood.Topic: Big Five Factors of PersonalityTopic: Middle Adulthood121. How do trait theories differ from Walter Mischel's idea of changes in personality?
Trait theories view personality as being made up of broad dispositions (traits) that tend to produce characteristic responses. It is limited in that it does not account for environmental factors and puts too much emphasis on stability. These criticisms initially were leveled by social cognitive theorist Walter Mischel (1968). Mischel argued that personality often changes according to the situation. Thus, an individual may behave very differently at a party from the way he would in the library.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: Trait Theories122. According to Levinson, what four major conflicts do males come to grips with during middle adulthood?
1. Being young versus being old2. Being constructive versus being destructive3. Being masculine versus being feminine4. Being attached to others versus being separated from them
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: Levinson's Seasons of a Man's LifeTopic: Middle Adulthood123. Explain the contemporary life-events approach to development.
The contemporary life-events approach emphasizes that how life events influence the individual's development depends not only on the life event but also on the mediating factors (physical health and family supports, for example), the individual's adaptation to the life event, the life-stage context, and the sociohistorical context.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: Life-Events ApproachTopic: Middle Adulthood124. Identify and describe the seventh stage of Erikson's psychosocial life-span development perspective.
Generativity versus stagnation is the stage that occurs during middle adulthood. Generativity encompasses adults' plans for what they hope to do to leave a legacy of themselves to the next generation. Stagnation develops when individuals sense that they have done nothing for the next generation.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Middle Adulthood125. Describe three of the four different ways adults can develop generativity.
1. biological generativity: adults conceive and give birth to an infant2. parental generativity: adults provide nurturance and guidance to children3. work generativity: adults develop skills that are passed down to others4. cultural generativity: adults create, renovate, or conserve some aspect of culture that ultimately survives
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: GenerativityTopic: Middle Adulthood126. What can we safely say about the stability and change issue of personality development?
Research shows that in contrast to the traditional view that personality stabilizes in early adulthood, personality traits continue to change throughout the adult years. Meta-analysis of longitudinal studies indicates the greatest changes occur between the ages of 20 and 40. Overall, more stability is shown in midlife than in young adulthood. However, social contexts, new experiences, and sociohistorical changes can affect personality development well beyond early adulthood. It is also important to remember that at the individual level, people can show unique patterns and development of personality traits.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe personality and its development in adulthood.Topic: Middle AdulthoodTopic: Stability and Change
Category # of Questions
Accessibility: Keyboard Navigation 126
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 56
APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 124
APA Outcome: 1.3: Describe applications of psychology 26
APA Outcome: 4.1: Demonstrate effective writing for different purposes 14
APA Outcome: 5.2: Exhibit self-efficacy and self-regulation 1
Bloom's Taxonomy: Analyze 3
Bloom's Taxonomy: Apply 31
Bloom's Taxonomy: Evaluation 1
Bloom's Taxonomy: Remember 58
Bloom's Taxonomy: Understand 33
Difficulty Level: Basic 69
Difficulty Level: Difficult 16
Difficulty Level: Moderate 41
Learning Objective: Describe personality and its development in adulthood. 36
Learning Objective: Discuss the main ways the self and understanding others are conceptualized and how they develop. 54
Learning Objective: Explain the key facets of identity development. 36
Topic: Adolescence 36
Topic: Berkeley Longitudinal Studies 3
Topic: Big Five Factors of Personality 4
Topic: Costa and McCrae's Baltimore Study 2
Topic: Cultural and Ethnic Identity 3
Topic: Early Adulthood 4
Topic: Early Childhood 8
Topic: Emerging Adulthood 7
Topic: Erikson's View 8
Topic: Family Influences 6
Topic: Generativity 6
Topic: Helson's Mills College Studies 2
Topic: Identity 6
Topic: Infancy 4
Topic: Late Adulthood 13
Topic: Levinson's Seasons of a Man's Life 3
Topic: Life Review 3
Topic: Life-Events Approach 4
Topic: Marcia's Identity Statuses 15
Topic: Middle Adulthood 26
Topic: Middle and Late Childhood 8
Topic: Midlife Crisis 4
Topic: Possible Selves 3
Topic: Self-Awareness 1
Topic: Self-Esteem 12
Topic: Self-Regulation 13
Topic: Self-Understanding 16
Topic: Stability and Change 3
Topic: Strategies for Increasing Self-Esteem 2
Topic: Trait Theories 4
Topic: Understanding Others 5
Document Information
Connected Book
Topical Lifespan Development 9e Complete Test Bank
By John Santrock