1. According to the text, human beings are sexual beings
   1. after puberty.
   2. from the time they are sexually active until they cease to engage in sexual behavior.
   3. throughout their entire lives.
   4. from the time of their first romantic relationship.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. Pediatric researchers have observed children between the ages of 2 and 5 engaging in rhythmic manipulation of their own genitals, they consider this behavior
   1. symptomatic of future sexual promiscuity.
   2. necessary, but problematic.
   3. characteristic of precociousness.
   4. a natural form of sexual expression.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. Early sexual behavior peaks at age five, declining thereafter until
   1. sexual attraction first manifests itself around age 11 or 12.
   2. the same-sex group stage begins around age 8 or 9.
   3. the later teen years.
   4. sexual activity begins, when a sexual partner is found.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: fact

1. Children are maturing about than they were one hundred years ago.
   1. a year earlier b. two years earlier

c. a year later d. two years later

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: fact

1. As the age of puberty has declined, the age at marriage has
   1. declined also.
   2. remained the same.
   3. risen.
   4. gone up and down, depending on the culture.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. Jacob has a partner of the opposite sex. This behavior involves Jacob’s
   1. gender role. b. masculinity.

c. sexual orientation. d. gender identity.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: application

1. Jean is attracted only to opposite-sex partners. Jean is
   1. heterosexual. b. homosexual.

c. bisexual. d. transsexual.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: application

1. Richard is attracted to same-sex partners. Richard is
   1. transsexual. b. homosexual.

c. bisexual. d. heterosexual.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: application

1. Pauline is attracted to persons of either sex. Pauline is
   1. heterosexual. b. homosexual.

c. bisexual. d. transsexual.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: application

1. is an identity of someone who is attracted to various gender expressions, including those outside the gender-conforming binary.
   1. Bisexual b. Homosexual

c. Pansexual d. Heterosexual

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. A sense of one's sexual identity begins in .
   1. adolescence b. adulthood

c. puberty d. childhood

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. The American Psychological Association does not support through psychotherapy, support groups, or other efforts. These attempts often have negative side effects.
   1. sexual orientation reinforcement efforts (SORE)
   2. sexual orientation change efforts (SOCE)
   3. pansexual community change (PCC)
   4. sexual dormancy exploration summits (SDES)

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: fact

1. Few transgendered men and women make the full transformation to the preferred sex because is very expensive.
   1. behavioral expressive transformation (BET)
   2. sexual reassignment surgery (SRS)
   3. genital classification change (GCC)
   4. developmental sexual modification (DSM)

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. Asexuality differs from abstinence in that the latter is a
   1. genetic predisposition b. childhood development

c. conscious choice d. brain chemistry

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. The model of sexual satisfaction explores the costs and rewards of a sexual relationship.
   1. interpersonal exchange b. social conflict

c. interactionist d. cultural

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. From a(n) perspective, we consider that humans are designed for the purpose of transmitting their genes to the next generation.
   1. interactionist b. social conflict

c. structure functional d. biosocial

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. According to the perspective, men are inclined toward casual sex with many partners, whereas women are inclined to be selective and monogamous.
   1. structure-functional b. biosocial

c. exchange d. interactionist

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: application

1. In the exchange perspective, what a person expects out of a relationship is referred to as
   1. relative orientation. b. perspective.

c. comparison level. d. satisfaction level.

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. In the model of sexual satisfaction, satisfaction is seen to depend on the costs and rewards of a sexual relationship.
   1. interactionist b. interpersonal exchange

c. social conflict d. developmental

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. The interactionist perspective emphasizes the interpersonal negotiation of relationships in the context of
   1. sexual scripts. b. exchange components.

c. comparison level. d. gender identity.

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. According to the theoretical perspective on human sexuality, women and men are seen as being influenced by cultural messages about how we are to be sexual.
   1. developmental b. interpersonal exchange

c. interactionist d. structure functional

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. In a(n) society, sex is defined as a physiological activity, valued for its procreative potential.
   1. patriarchal b. matriarchal

c. egalitarian d. culturally diverse

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: concept

1. Within the scope of sexuality, orgasm is important for women as well as for men, and sex is not only, or even primarily, for reproduction, but is an important means of enhancing human intimacy.
   1. patriarchal b. instrumental

c. expressive d. postmodern

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: concept

1. Which U.S. Supreme Court decision first stated a right of “marital privacy,” which made contraception widely

available in all U.S. states?

• 1. Bowers v. Hardwick b. Carey v. Population Services

c. Eisenstadt v. Baird d. Griswold v. Connecticut

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Which major advance in the 1960s made sexual activity more widespread?
   1. computer technology b. access to automobiles

c. birth control pill d. instant messenger

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Which of the following statements best defines expressive sexuality?
   1. Sexuality is one­sided and is “owned” by men.
   2. Sexuality is one­sided and is “owned” by women.
   3. Sexuality is basic to the humanness of both men and women.
   4. Sex should be primarily for reproduction.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Which of the following, for heterosexuals, is a change ushered in by the sexual revolution?
   1. Greater expression in extramarital sex.
   2. Experimentation with homosexuality.
   3. Decreased pleasure from sexual variation.
   4. Increased pleasure and variety in marital sex.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. According to the text, perhaps the most significant change in sexuality since the sexual revolution, among heterosexuals at least, has been in sex.
   1. extramarital b. marital

c. premarital d. conjugal

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: concept

1. Until several decades ago, or the taken-for-granted belief that sexual relations between a man and a woman was the norm.
   1. sexual scripting b. homonormativity

c. expressive sexuality d. heterosexism

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Brad hates homosexuals and has an aversion to homosexual behavior. His orientation is predicated on fear. It is

most reasonable to conclude that Brad is

• 1. ethnocentric. b. homosexual.

c. homophobic. d. unreasonable.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: application

1. In all couple types—gay, lesbian, heterosexual cohabitants, and married couples—within each group, sexual satisfaction was associated with
   1. general relationship satisfaction. b. variety of sexual expression.

c. individual expertise in love making. d. age at first encounter.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Sexting is .
   1. creating an online persona different than your own
   2. online dating and mate seeking
   3. the outcome of strict parenting
   4. posting or sending sexually suggestive messages or pictures

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: concept

1. Regardless of the circumstances, Julie believes that nonmarital intercourse is wrong for both women and men.

Julie’s point of view reflects which standard of nonmarital sex?

• 1. permissiveness with affection b. permissiveness without affection

c. abstinence d. the double standard

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: application

1. The text lists several reasons that teens choose to be abstinent. Which is NOT one of these?
   1. conservative values b. fear of pregnancy or disease

c. not interested in sex d. fear of parents

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: application

1. Most unmarried teens and adults engage in a pattern know as , with most partners demonstrating sexual exclusivity in dating relationships.
   1. serial monogamy b. abstinence

c. the double standard d. permissiveness with affection

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: application

1. Which of the following is an example of “casual sex?”
   1. serial monogamy b. marriage

c. hooking up d. abstinence

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. In its original form, the double standard meant that
   1. women must be in love to have sex.
   2. women should have fewer partners than men have.
   3. men should be faithful to their wives, but wives may have relations with other men.
   4. women should not have sex before or outside of marriage, but men can.

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

1. In American society, which of the following does NOT tend to be associated with images of sex?
   1. youth b. retirement

c. beauty d. romance

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. The text reports that, after age, was the second largest predictor of sexual frequency.
   1. perceived self-worth b. communication

c. marital satisfaction d. self-disclosure

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

1. The 1990s saw the emergence of a new brand of marital infidelity—adultery on the net, or __________.
   1. web porn b. cyberadultery

c. chat rooms d. technoadultery

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. Research shows some support for the hypothesis—that is, that familiarity reduces the reward power of a sexual encounter with a spouse or partner compared to a new relationship.
   1. “the grass is always greener” b. aged sexuality

c. habituation d. infatuation

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: concept

1. Therapists suggest certain requirements of the offending partner of an extramarital affair, which include all BUT which of the following?
   1. apologize sincerely and without defending her or his behavior
   2. ask the spouse if they have had similar thoughts or feelings of infidelity

allow and hear the verbally vented anger and rage of the offended partner

• 1. allow for trust to rebuild gradually and to realize that this may take a long time

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. Researchers found that engaging in extramarital affairs is .
   1. a rational decision b. the result of overwhelming passion

c. spontaneous and fun d. creatively maintained

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. Contrary to Internet and media reports, researchers point out that there is no evidence of .
   1. serial monogamy b. excessive sexual activity

c. polygamous preferences d. an infidelity epidemic

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. One explanation for the decline in sexual activity in a marriage is or the increased predictability with the same partner over time.
   1. monotony b. misogynistic

c. habituation d. mental or physical fatigue

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: concept

1. David and Susan have been married for 20 years. Both are less interested in sex than they were at the beginning of their marriage, and their sexual frequency has declined over this period of time. David and Susan’s circumstances reflect what the text refers to as
   1. habituation. b. intensification.

c. deterioration. d. solidification.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: application

1. is the new brand of marital infidelity that emerged in the 1990s.
   1. Extramarital competition b. Pornography

c. Misogyny d. Cyberadultery

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. Gay/lesbian sexuality, like heterosexual behavior, has been explored among African Americans mostly in the context of
   1. problems. b. family issues.

c. demographic statistics. d. historical significance.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

1. Masters and Johnson view sex as a by which partners commit themselves to expressing their sexual feelings with each other.
   1. solidification of physicality b. pleasure bond

c. relational by-product d. spectatoring experience

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. For a couple to assume sexual responsibility and experience freedom in sexual expression, the text emphasizes one important element is needed in the relationship. What is this element?
   1. planning time to be alone and intimate b. physical fitness and attractiveness

c. financial resources d. the ability to have a quick encounter

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. Which of the following is NOT one of the suggestions therapists give to couples wishing to spend intimate time alone together?
   1. spend time discussing finances, family, or work
   2. create romantic settings at home or—if they can afford it—take a weekend retreat
   3. going out together for a cup of coffee together
   4. set aside at least one night a week for themselves alone where they can cuddle and watch movies

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. In sharing sexual pleasure, each partner assumes ___________, that is, responsibility for his or her own sexual response.
   1. a spectator role b. a certain role

c. they know what the other one wants d. sexual responsibility.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: application

1. Most mainstream pornography can be considered , exhibiting hatred, dislike, mistrust or general disregard for women.
   1. hegemonic b. misogynistic

c. ergonomic d. matriarchal

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: concept

1. The downward trend in adolescent sexual intercourse the emphasis on abstinence-only sex-education programs.
   1. was not impacted by b. predates

c. created d. is the result of

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. What role do most parents want schools to play in sex education?
   1. Parents want the schools to leave sex education as a private, family affair.
   2. It is approved for older high school students, but discouraged for younger adolescents.
   3. They want the schools to play a role and approve a programs about STIs, communicating, and birth control.
   4. Parents want schools to be the main place for sex education.

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. The evidence indicates that abstinence only sex education programs are .
   1. misunderstood b. not scientifically accurate

c. creating higher rates of teen pregnancy d. the only help for adolescents

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. One of the most striking changes over the past several decades has been the emergence of issues as political controversies.
   1. family b. parental discipline

c. sexual and reproductive d. infertility

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Current controversy centers on whether sex education should be “abstinence­only” or “ ” (also termed “comprehensive”).
   1. abstinence-plus b. no-abstinence

c. choice-oriented d. individually focused

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Children receive most of their sexual knowledge .
   1. from the media.
   2. from their peers during adolescence.
   3. at home from mothers and female family members.
   4. It depends on the sex of the child.

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. In sharing sexual pleasure, partners realize that sex is something partners do each other.
   1. to b. with

c. for d. without

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: concept

1. AIDS was first identified in what year? a. 1951 b. 1961

c. 1981 d. 1991

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. How many new cases of HIV are diagnosed each year in the U.S.? a. 6,000 b. 26,000

c. 56,000 d. 106,000

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. The text highlights four sexual responsibilities, which of the following is NOT one of these responsibilities?
   1. pregnancy b. concern for one's partner

c. contracting an STI d. ignoring one's values

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. The heterosexual transmission of HIV/AIDS is .
   1. decreasing b. staying relatively steady

c. increasing d. nonexistent

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. People diagnosed with HIV have an average life expectancy that is about years shorter than the general population.

a. 14 b. 34

c. 21 d. 9

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Over people are living with HIV or full-blown AIDS. a. 100,000 b. 500,000

c. 750,000 d. 1 million

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Which racial/ethnic group has the highest percentage of people living with HIV/AIDS?
   1. black b. white

c. Hispanic d. Asian/Pacific Islander

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Which of the following is NOT one of the principles of sexual responsibility that may serve as guidelines for sexual decision making?
   1. the possibility of pregnancy
   2. the advisability of pornography use
   3. the possibility of contracting sexual transmitted diseases or transmitting them to someone else
   4. communicating with partners or potential sexual partners.

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. From childhood to old age, people are sexual beings.
   1. True
   2. False

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: fact

1. The text points out that sexual orientation is a dichotomy, not a continuum.
   1. True
   2. False

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. More people self-identify as gay or lesbian than have taken part in sexual behavior with someone of the same sex.
   1. True
   2. False

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: fact

1. A number of specific genetic differences between heterosexuals and homosexuals have been conclusively established.
   1. True
   2. False

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. Sexual identity and gender identity are basically the same.
   1. True
   2. False

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

KEYWORDS: concept

1. From the interactionist point of view, the notion of sexual orientation was created by nature, not social interaction.
   1. True
   2. False

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. In the interpersonal exchange model of sexual satisfaction, satisfaction is seen to depend on the costs and rewards

of a sexual relationship.

• 1. True
  2. False

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

KEYWORDS: concept

1. Lesbian relationships are the least sexualized of four kinds of couples discussed in the text.
   1. True
   2. False

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: fact

1. Americans are more likely to approve of a gay or lesbian lifestyle than of civil rights protections for gays or lesbians.
   1. True
   2. False

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: application

When Americans polled knew someone who is gay, lesbian, or bisexual their support for gay and lesbian rights increased.

• 1. True
  2. False

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: application

1. The double standard of sexuality has required that women be in love to have sex, or at least have fewer partners than men have.
   1. True
   2. False

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

KEYWORDS: concept

1. One aspect of marital sex that has been consistently neglected in the research literature is sexual frequency.
   1. True
   2. False

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

1. On average, as people get older, they have sex less often.
   1. True
   2. False

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

There is no variation between racial and gender groups when it comes to sexual activities.

• 1. True
  2. False

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

KEYWORDS: fact

1. Men are more likely to engage in extramarital affairs than women.
   1. True
   2. False

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

KEYWORDS: fact

1. Abstinence-only sex education is highly effective.
   1. True
   2. False

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Most males contract HIV through heterosexual contact.
   1. True
   2. False

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: application

1. African Americans are more severely affected by new cases of HIV infections than other race or ethnic groups.
   1. True
   2. False

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Everyone who has been infected with HIV will eventually develop full-blown AIDS.
   1. True
   2. False

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Contraceptive use among teens has decreased over the past five years.
   1. True
   2. False

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. Research indicates that comprehensive sexual education programs (that include contraception) do not lead to any earlier commencement of sexual activity; in fact, research indicates that comprehensive sex education delays the start of sexual activity.
   1. True
   2. False

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

KEYWORDS: fact

1. refers to whether an individual prefers a partner of the same sex or the opposite sex.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. are attracted to opposite-sex partners.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. __________ are attracted to same-sex partners.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. are attracted to persons of either sex.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. sexuality is characterized by many beliefs, values, attitudes, and behaviors developed to protect the male line of descent.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. is the term used to include emotional and physical attractions beyond sexual attraction.

REFERENCES: Sexual Development and Identity

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed.

1. The relatively new phenomenon of sending sexually provocative photographs and text messages using cell phones is called ________.

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

1. is the taken-for-granted system of beliefs, values, and customs that places superior value on heterosexual (as opposed to homosexual) behavior and that denies or stigmatizes nonheterosexual relations.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

1. involves viewing homosexuality with fear, dread, aversion, or hatred.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

1. The standard of maintains that, regardless of the circumstances, nonmarital intercourse is wrong for both women and men.

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. According to the , women’s sexual behavior must be more conservative than men’s.

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. refers to the decreased interest in sex that results from the increased accessibility of a sexual partner and the predictability in sexual behavior with that partner over time.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. Most pornography is considered or exhibiting hatred, dislike, mistrust, mistreatment, or general disregard for women.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. In sharing sexual pleasure, each partner assumes ____________—that is, responsibility for his or her own sexual

response.

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

1. “Human immunodeficiency virus” produces .

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

1. Distinguish between “heterosexual” and “heterosexism.”

REFERENCES: Sexual Development and Identity Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.01 ­ Describe how one’s sexual identity develops and the

different ways in which sexual identity may be expressed. MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

1. Briefly explain the interactionist perspective on human sexuality.

REFERENCES: Theoretical Perspectives on Human Sexuality

LEARNING OBJECTIVES: MFaR.LAMA.15.04.02 - Explain the interpersonal exchange model of sexual satisfaction and the interactionist perspective on human sexuality.

1. Compare and contrast the basic assumptions of patriarchal sexuality and expressive sexuality.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

1. Summarize the history of American attitudes toward sex and sexuality. Begin with patriarchy and its origins and conclude with current attitudes.

REFERENCES: Changing Cultural Scripts

LEARNING OBJECTIVES: MFaR.LAMA.15.04.03 - Describe how historical periods influenced our understanding of sexuality.

1. Describe the “double standard.” Give several illustrations.

REFERENCES: Sexual Values Outside Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. Summarize briefly the research findings about African Americans’ sexual expression.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.04 - Compare sexual values for people in committed and noncommitted relationships.

1. List three recommendations from therapists for offending partners in an affair.

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

1. Discuss the causes and effects of extramarital affairs. How do men and women differ when it comes to extramarital relationships?

REFERENCES: Sexual Values for Committed Relationships

LEARNING OBJECTIVES: MFaR.LAMA.15.04.05 - Discuss trends in infidelity and how it affects intimate relationships.

1. Discuss comprehensive sex education and its benefits.

REFERENCES: The Politics of Sex

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.

1. Explain how HIV/AIDS has affected Americans with respect to dating practices and marital relations.

REFERENCES: Sexual Responsibility

LEARNING OBJECTIVES: MFaR.LAMA.15.04.06 - Understand how politics affects sexuality and sexual expression.