A.   Insensitivity toward the future

B.   Identity ambivalence

C.   Social avoidance and withdrawal

D.   Fear of rejection

A.   Age, gender, and birth order of the child

B.   Cultural differences in gender role and parenting

C.   Parental hostility in combination with restrictiveness

D.   Inconsistency in parental behavior

A.   Psychological removal

B.   Null coping

C.   Regressive behavior

D.   Anticoping

A.   Attachment/separateness

B.   Destruction/creation

C.   Physical growth/decline

D.   masculine/feminine

A.   Life is simple and controllable. There are no significant coexisting contradictory foces within me.

B.   There is no evil or death in the world. The sinister has been destroyed

C.   Rewards will come automatically if we do what were supposed to do

D.   I’ll always belong to my parents and believe in their world

A.   Intelligence is not necessarily a product of how many brothers and sisters you have, and of your seniority in the family.

B.   Intelligences increases with family size, and the more children in your family, the smarter you are likely to be. Intelligence also increase with birth order, the more older brothers or sisters you have, the brighter you are likely to be.

C.   Intelligence decreases with family size, the fewer the children in your family, the smarter you are likely to be. Intelligence also decreases with birth order, the fewer older brothers or sisters you have, the brighter you are likely to be.

D.   The later born is more extroverted, sociable, empathetic and risk-taking than the first born.

A.   Mastery, denial, psychological removal, regression, and depndency/identification

B.   Differential focus on the good, survival for some purpose, psychological withdrawal, mastery, and group affiliation

C.   Ineffectualization, belief in mortality, time distortion, a sense of humor, and the Musselman-type apathy.

D.   The will to live, the mobilization of hope, regressive behavior, surrender to stress, and fatalism

A.   Role attrition

B.   Role continuity

C.   Role withdrawal

D.   Role substitution

A.   All of the other three

B.   Institutionalied oppression

C.   Normalized anomie and violence

D.   Rationalized terrorism

A.   Adolescents

B.   Teachers

C.   Parents

D.   Peers

A.   Individual differences in response to deprivation need to be emphasized as many children are not affected by mother deprivation

B.   Personality disorder of mother-absent children are linked with broken homes not because of the mother absence per se but rather because of the discord and disharmony which led to the break

C.   “Maternal deprivation” is too heterogenous and the effects are too varied for any meaningful analysis

D.   Some deprivation effects are reversible, depending on timing, duration and intensity of deprivation

A.   Age and ethnic discriminations

B.   Age and gender discriminations

C.   All of the three

D.   Age and racial discriminations

A.   Natural disasters such as earthquakes and epidemics.

B.   Man-made disasters such as total institutions and hostage cries

C.   Neither natural nor man-made disasters

D.   Both natural and man-made disasters

A.   Physiological and psychological differences

B.   Different rates of socialization

C.   Rapid social cultural changes

D.   Adolescents’ stressful life events

A.   The pseudo-developed man path.

B.   The transcendent-generative path

C.   The punitive-disenchanted path

D.   The midlife crisis path

A.   Heavy workloads, tight deadlines, and underutilization of abilities

B.   Health and safety hazars, the threat of unemployment, and job insecurity

C.   Psychological withdrawal, time-out activities, and hiding behind policy rules

D.   high levels of role ambiguity or conflict and lack of participation in decision making

A.   Staged changes throughout the lifespan

B.   Invariant order of developmental changes

C.   Maturational determinism

D.   Over-generalization from Western experiences

A.   Make certain key choices and pursue his or her goals within a formed structure.

B.   Experience a transformation in marital life

C.   Shift from one life structure to another

D.   Experience a transition in his or her occupational role

A.   Critical age and experience

B.   Inconsistency and non-cumulative influence

C.   Direction of change from simple to complex

D.   Quantitative and qualitative changes

A.   The passive-dependent

B.   The integrated

C.   The armored-defended

D.   The unintegrated

A.   Father-absent girls are more aggressive and exposed to sexual experiences at an earlier age than father-present girls

B.   Father absence in the first two years of infancy is critical and may lead to feminine orientation in boys.

C.   Father absence caused by divorce have more severe consequences than that caused by death

D.   Father absence is associated with a decrease in verbal abilities and writing skills in children

A.   From the reflex or hereditary stage to the state of the first motor habits.

B.   From the stage of concrete intellectual operations to the stage of abstract operations.

C.   From the stage of the first differential emotions to the stage of the first external affective fixations

D.   From the stage of intuitive intelligence to the stage of practical intelligence

A.   continued engagement in role activities by old people.

B.   Withdrawal from active roles and social interactions in old age.

C.   A decline in mental functions among the elderly.

D.   A resurgence in creativity in the later years of life.

A.   Activity theory

B.   Engagement Theory.

C.   Disengagement theory

D.   Role change theory

A.   The primary group need satisfaction

B.   A collective superiority over childhood

C.   A collective protection from adult controls.

D.   A sense of collective identity

A.   Inner-biological

B.   Change-dialectical

C.   Outer-physical

D.   Cultural-sociological

A.   Family

B.   School

C.   Peers

D.   Social activities

A.   Liberalization of divorce law

B.   Social acceptance of divorce in America

C.   Poverty and violence in inner American cities

D.   American wives’ extensive participation in the workforce

A.   The higher th degree of modernizatio, the lower the degree of social status and integration of the elderly in a given society.

B.   A vertical social structure and a traditon of filial piety can counteract the impact of modernization on the care of the elderly in a given society.

C.   More and more people realize that successful aging means to stay healthy, economically secure, and socially active.

D.   An increasing number of older people prefer to live separately from their adult children

A.   Re-expereince of the trauma

B.   Activation of defense.

C.   Post-trauma onset of symptoms

D.   Numbing of responsiveness

A.   Prisons

B.   Hospitals

C.   Slavery

D.   POW camps

A.   In-group ingo or argot and unique styles of fads

B.   All of the other three

C.   Charismatic leadership and her worship

D.   Counter, delinquent, and mainstream values and norms.

A.   Life-course views focus on age-graded norms, generation effects, role transitions, and historical context on personality development

B.   The life-span approach emphasizes the interaction of individual and social characteristics throughout the life span.

C.   Life-stage theories generally contend that personality develops through a certain pattern of sequential age-linked stages that are more or less universal.

D.   None of the other three.

A.   Accordig to Dimsdale, effective coping strategies are functionally interlinked in order of relative importance, forming a hierarchy of functional coping strategies for mitigating the impact of stress under extreme conditions.

B.   The phenomenon of adolescence is a by-product of industrialization and concomitant of sociocultural changes in the modern world.

C.   The consistency theory asserts that personality changes consistently and persistently throughout adulthood.

D.   Schaefer’s hypothetical model for maternal behavior consists of two bipolar dimensions of mother’s attitudes and disciplinary behavior: love versus hostility and control versus autonomy.

A.   Each life stage is characterized by a crisis or dilemma

B.   All of the other three

C.   the various life stages are not equal in length, depending on cultural and individual differences.

D.   The positive and negative components of each stage are mutually exclusive

A.   Intelligence does not decline with age

B.   Intelligence declines with age in some dimensions but in other dimensions.

C.   Intelligence increases with age in some dimensions while declining in others.

D.   Intelligence declines with age.

A.   Regression into infantile behavior and child-like dependency.

B.   Rejection of the aggressor’s values and hostility toward the perpetrator.

C.   The period of denial, apathy and depression.

D.   The initial shock and feelings of disbelief, and other helplessness and worthlessness.

A.   Peer relations have the most impact in all outcome behavio measures of adolescents

B.   Peer relations tend to produce pressure to conform to peer norms and expectations.

C.   American adolescents are more subjected to peer stress than their counterparts in other countries.

D.   Peer relations are uncorrelated to high school dropout nor teenage suicide.

A.   Universal ethical principla orientation stage

B.   Punishment-obedience orientation stage

C.   Identity claim and role play stage

D.   Social order, fixed rules and authority stage

A.   Does not necessarily lead to distress and impairment

B.   Is neither pervasive nor inflexible.

C.   Is an enduring pattern of inner experience and behavior that deviates markedly from the expectations of the individual’s culture.

D.   has an onset in adulthood or senior stage.

A.   Avoidant, Dependent, and Obsessive-Compulsive

B.   Borderline, Histrionic, Narcissistic

C.   Paranoid, Schizoid, Schizotypal, Antisocial

D.   All of the other three

A.   primary deviance (violation of norms)

B.   Needs for belonging and acceptance, rationalization of deviations, and successful defenses

C.   entrance to deviant subculture (secondary deviance)

D.   Stigma attaching labeling and social rejection/isolation

A.   Deviance is always manufactured by society, particularly by a powerful group of people

B.   Deviance takes place as part of a labeling process by a social audience.

C.   Deviance is abnormal behavior or norm-violating behavior that transgresses the tolerance limits of a community

A.   It maintains the most restrictive gun laws in the world

B.   It has the highest divorce rate in the world

C.   It produces the highest homicide rate among the leading postmodern societies

D.   It has the most open immigratin policies

A.   Deviance is unthinkable without norms

B.   Deviations from norms in a given society are considered as abnormal and subject to negative sanctions.

C.   Multi-dimensional concept of normalcy involves statistical, biological, psychological, sociocultural normalcy

D.   What is normal or abnormal is culturally irrelative

A.   Anomie remains to be the most significant structural and cultural source of deviance

B.   Anomie is becoming normalized in post moderns society

C.   Postmodern generation has become increasingly sensitized to the culture of anomie (social fragmentation and existential alienation)

D.   Anomie is more prevalent among postmodern societies, particularly among those with a high degree of individualism and a rapid rate of social change.

A.   It features computer, the internet, and social media

B.   It has yet to replace the old cultural ethos

C.   It constantly challenges traditional norms

D.   It has not reconstructed a new cultural ethos

A.   American culture ensures a high degree of freedom and creativity

B.   Japanese seem to be more disciplined and orderly yet less free and creative than Americans.

C.   Japanese culture is individual centered

D.   American society is highly vulnerable to deviance and alienation

A.   The sociocultural factors of violence are deeply rooted in the rapidly changing American social structure and cultural values in the post-modern era.

B.   The biological factors of violence are usually attributed to neurological vulnerability of the individual deviant.

C.   None of the other three

D.   The psychological factors of violence derive from dysfunctional or pathological socialization of the deviants in his/her childhood or early adolescents.