A.   Inhibition of reading skills

B.   Facilitation of prosocial behavior

C.   Reduction of social interaction

D.   Increase in aggressive behavior

A.   Casualness and sense of humor

B.   The "because I say so" routine

C.   Nagging and repeating

D.   Invasion of privacy

A.   Experience, explanation, and practice

B.   Evidence, theory, and policy

C.   Conceptual issues, developmental aspects, and problem aspects

D.   Nature, nurture, and social growth

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

B.   Counter, delinquent, and mainstream values and norms

C.   Charismatic leadership and hero worship

D.   All of these three choices

A.   The concept of childhood as a distinctive period of life emerged long before industrialization in Europe.

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

C.   Bilingual situation tends to create stress for minority children, but it can also provide a double cultural opportunity for enhancing personality growth.

D.   From a sociological point of view, adolescence neither represents a distinctive period in role socialization nor enjoys a definite social status between childhood and adulthood.

A.   The level of moral orientation progresses with age from conscience/principle orientation to external orientation, and to law-order orientation.

B.   The level of moral orientation progresses with age from external orientation to conscience/principle orientation, and to law-order orientation.

C.   None of these three choices.

D.   The level of moral orientation progresses with age from external orientation to law-order orientation, and to conscience/principle orientation.

A.   The Minnesota Multiphasic Personality Inventory

B.   The Edwards Personal Preference Schedule

C.   The Thematic Apperception Test

D.   The California Psychological Inventory

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

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

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

D.   Peer relations have the most impact in all outcome behavior measures of adolescents.

A.   Elimination of unnecessary variables

B.   Refinement of key concepts

C.   Promotion of contextual analysis

D.   Expansion of theoretical generalizability

A.   when cross-cultural researchers struggle to readjust to their native culture when they return home.

B.   when cross-cultural researchers embark on a romantic escapade into the exotic life of a far-off tribe.

C.   when cross-cultural researchers develop relationships with their research subjects during the fieldwork.

D.   when cross-cultural researchers leave behind in their home country their primary relationships, such as love, affection, social belongings, recognition, and self-esteem.

A.   the problems of comparing cultures which are historically dependent upon each other.

B.   the problems of comparing cultures which are historically independent from each other.

C.   the problems of one culture learning from another.

D.   the problems of cultures fighting with each other.

A.   Analyses of history materials

B.   Folklore and art

C.   Observation, interviews and tests

D.   All of these three choices

A.   Mental growth is shaped entirely by the environment.

B.   Mental growth is not determined entirely by innate structures nor the environment but by the constant interaction of the two.

C.   Mental growth is determined solely by innate structures.

D.   None of these three choices.

A.   Staged changes throughout the life span

B.   Invariant order of developmental changes

C.   Maturational determinism

D.   Over-generalization from Western experiences

A.   Major personality traits are common and prevalent among all individuals.

B.   Conditions for personality tests vary from situation to situation

C.   Personal dispositions are stable over time.

D.   Individual traits are comparable in terms of strengths and weaknesses.

A.   Insensitivity toward the future

B.   Identity ambivalence

C.   Fear of rejection

D.   Social avoidance and withdrawal

A.   Inconsistency and non-cumulative influence

B.   Quantitative and qualitative changes

C.   Critical age and experience

D.   Direction of change from simple to complex

A.   The I-cannot-ask-any-question bias

B.   The sucker bias

C.   The hidden promises bias

D.   The courtesy or rudeness bias

A.   It allows for less standardized question wording.

B.   It is less structured and more flexible.

C.   It provides a chance to observe reactions, obvious and subtle, from the subject.

D.   It offers an opportunity to establish rapport with the subject.

A.   Punishment-obedience orientation stage

B.   Identity claim and role play stage

C.   Social order, fixed rules and authority stage

D.   Universal ethical principle orientation stage

A.   School

B.   Family

C.   Social activities

D.   Peers

A.   Use short, simple sentences

B.   Repeat nouns instead of using pronouns

C.   Use general rather than specific terms

D.   Add sentences to provide context for key ideas

A.   acceptance versus rejection and control versus autonomy.

B.   love versus hostility and dominance versus autonomy.

C.   love versus hostility and control versus autonomy.

D.   love versus apathy and control versus protection.

A.   The etic refers to aspects of a phenomenon that have a common meaning across cultures.

B.   The emic aspect of a culture is more readily accessible and comprehensible than the etic aspect to outsiders.

C.   The etic aspect of a culture is more readily accessible and comprehensible than the emic aspect to outsiders.

D.   The etic-emic discrepancy is an endemic problem in cross-cultural studies.

A.   Experts estimate that about ¼ U.S. children under 16 experience parental absence at one time or another.

B.   Statistics show that about ¼ U.S. children under 16 experience parental absence at one time or another.

C.   Statistics show that about ¼ U.S. children under 18 experience parental absence at one time or another.

D.   Experts estimate that about ¼ U.S. children under 18 experience parental absence at one time or another.

A.   the appropriateness of an actual situation for representing the folklore.

B.   the interactivity between folklore and personality.

C.   the truthfulness of the folklore theme for representing the actual behavior or situation.

D.   the suitability of an actual behavior for representing the folklore.

A.   the process of one personating another.

B.   the process of gathering and organizing information about another person in the expectation that this information will lead to a better understanding of the person.

C.   the process of theorizing about personality with or without data.

D.   the process of comparing people in terms of their personalities.

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

B.   Inconsistency in parental behavior

C.   Cultural differences in gender role and parenting

D.   Parental hostility in combination with restrictiveness

A.   The researcher may lose objectivity in observation due to a close personal interaction with the subject.

B.   None of these three choices.

C.   It puts the researcher in a situation where he or she has to discern nonverbal behavior.

D.   It increases guinea pig effects.

A.   constancies and change in personality characteristics throughout the life span.

B.   constancies in personality characteristics throughout the life span.

C.   consistencies in personality characteristics throughout the life span.

D.   changes in personality characteristics throughout the life span.

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

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

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

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

A.   The role of ethnicity is affected by the immediate environment as well as sociocultural and historical contexts.

B.   Ethnic socialization has different implications depending on the particular group to which children belong.

C.   Ethic group differences in appearance, cultural values, and social attitudes have a significant impact on minority children's personality development.

D.   The impact of ethnicity varies with the child's gender.

A.   Accessibility of the subject and availability of human and material resources.

B.   The nature and scope of the research.

C.   Legal and ethical considerations.

D.   All of these three choices.

A.   Japanese students are motivated and disciplined to learn, as compared to their American counterparts.

B.   Delinquent subcultures have usually been attributed to the middle-class environment.

C.   Counter cultures have been considered largely the phenomena among the lower-class youth.

D.   Critics of American schools stress that the American school system produces diligent, competent, and loyal technicians but not creative thinkers.

A.   Surveys.

B.   Experimentation.

C.   Use of secondary data.

D.   Content analysis.

A.   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.

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

C.   Intelligence increases with family size, and the more children in your family, the smarter you are likely to be. Intelligence also increases with birth order, the larger number of 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.   The honeymoon stage

B.   The crisis stage

C.   The adjustment stage

D.   The withdrawal stage

A.   Physiological and psychological differences

B.   Different rates of socialization

C.   Rapid social cultural changes

D.   Adolescents' stressful life events

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

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

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

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

A.   Peers

B.   Parents

C.   Adolescents

D.   Teachers

A.   Autobiographical illustrations of how folktale and riddles are orally transmitted from person to person.

B.   An intensive case study of the folklore of a particular society.

C.   Psychoanalytic interpretations of symbolism in folklore across cultures.

D.   Correlational studies between various themes in folklore and actual behavior patterns.

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

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

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

D.   All of these three choices.

A.   "Maternal deprivation" is too heterogeneous and the effects are too varied for any meaningful analysis.

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

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

D.   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.

A.   Socioeconomic status

B.   Peer involvement and delinquency

C.   Quality of school and community

D.   Motivation and discipline

A.   the sameness of concepts and meanings of certain things, events, or conditions across cultures.

B.   the difference of concepts and meanings of certain things, events, or conditions across cultures.

C.   the similarity among certain things, events, or conditions across cultures.

D.   the comparison among certain things, events, or conditions across cultures.

A.   Checks another for accuracy in language.

B.   Translates from the target to the source language, and another blindly translates back to the target.

C.   Translates from the source to the target language, and another blindly translates back to the source.

D.   Spies another for possible sabotage in translation.

A.   A collective protection from adult controls

B.   A sense of collective identity

C.   The primary group need satisfaction

D.   A collective superiority over childhood

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

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

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

D.   None of these three choices.

A.   Adolescence is the moratorium between childhood and adulthood.

B.   Young adulthood is roughly the period of courtship, marriage, and early family life.

C.   The first stage of life characterized by a dilemma of trust versus mistrust.

D.   One could imagine a person who has resolved all eight crises in his or her eight stages equally well.