A.   Increase in aggressive behavior

B.   Inhibition of reading skills

C.   Facilitation of prosocial behavior

D.   Reduction of social interaction

A.   Casualness and sense of humor

B.   Nagging and repeating

C.   The "because I say so" routine

D.   Invasion of privacy

A.   Experience, explanation, and practice

B.   Evidence, theory, and policy

C.   Nature, nurture, and social growth

D.   Conceptual issues, developmental aspects, and problem aspects

A.   Charismatic leadership and hero worship

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

C.   Counter, delinquent, and mainstream values and norms

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

D.   None of these three choices.

A.   The Thematic Apperception Test

B.   The Minnesota Multiphasic Personality Inventory

C.   The Edwards Personal Preference Schedule

D.   The California Psychological Inventory

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

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

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

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

A.   Expansion of theoretical generalizability

B.   Promotion of contextual analysis

C.   Elimination of unnecessary variables

D.   Refinement of key concepts

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

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

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

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

A.   the problems of cultures fighting with each other.

B.   the problems of one culture learning from another.

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

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

A.   Analyses of history materials

B.   All of these three choices

C.   Observation, interviews and tests

D.   Folklore and art

A.   None of these three choices.

B.   Mental growth is determined solely by innate structures.

C.   Mental growth is shaped entirely by the environment.

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

A.   Maturational determinism

B.   Staged changes throughout the life span

C.   Invariant order of developmental changes

D.   Over-generalization from Western experiences

A.   Personal dispositions are stable over time.

B.   Conditions for personality tests vary from situation to situation

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

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

A.   Fear of rejection

B.   Social avoidance and withdrawal

C.   Insensitivity toward the future

D.   Identity ambivalence

A.   Critical age and experience

B.   Quantitative and qualitative changes

C.   Direction of change from simple to complex

D.   Inconsistency and non-cumulative influence

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

B.   The courtesy or rudeness bias

C.   The sucker bias

D.   The hidden promises bias

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

B.   It allows for less standardized question wording.

C.   It is less structured and more flexible.

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

A.   Identity claim and role play stage

B.   Social order, fixed rules and authority stage

C.   Punishment-obedience orientation stage

D.   Universal ethical principle orientation stage

A.   Family

B.   Social activities

C.   School

D.   Peers

A.   Use general rather than specific terms

B.   Add sentences to provide context for key ideas

C.   Repeat nouns instead of using pronouns

D.   Use short, simple sentences

A.   love versus apathy and control versus protection.

B.   love versus hostility and control versus autonomy.

C.   acceptance versus rejection and control versus autonomy.

D.   love versus hostility and dominance versus autonomy.

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

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

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

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

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

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

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

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

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

D.   the interactivity between folklore and personality.

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

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 one personating another.

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

A.   Inconsistency in parental behavior

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

C.   Parental hostility in combination with restrictiveness

D.   Cultural differences in gender role and parenting

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

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

C.   It increases guinea pig effects.

D.   None of these three choices.

A.   constancies in personality characteristics throughout the life span.

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

C.   changes in personality characteristics throughout the life span.

D.   consistencies in personality characteristics throughout the life span.

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

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

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

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

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

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

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

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

A.   The nature and scope of the research.

B.   Legal and ethical considerations.

C.   All of these three choices.

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

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

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

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

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

A.   Content analysis.

B.   Experimentation.

C.   Use of secondary data.

D.   Surveys.

A.   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.

B.   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.

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

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

A.   The adjustment stage

B.   The withdrawal stage

C.   The crisis stage

D.   The honeymoon stage

A.   Physiological and psychological differences

B.   Rapid social cultural changes

C.   Different rates of socialization

D.   Adolescents' stressful life events

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

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

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

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

A.   Peers

B.   Adolescents

C.   Teachers

D.   Parents

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

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

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

D.   Psychoanalytic interpretations of symbolism in folklore across cultures.

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

B.   All of these three choices.

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

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

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

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

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

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.   Motivation and discipline

B.   Quality of school and community

C.   Socioeconomic status

D.   Peer involvement and delinquency

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

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

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

C.   Checks another for accuracy in language.

D.   Spies another for possible sabotage in translation.

A.   A sense of collective identity

B.   A collective protection from adult controls

C.   The primary group need satisfaction

D.   A collective superiority over childhood

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

B.   None of these three choices.

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

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

B.   Adolescence is the moratorium between childhood and adulthood.

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

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