PSYC 2070 Exam 4 Questions With Correct
Answers
Knowledge |of |oneself |- |CORRECT |ANSWER✔✔-Self |awareness
Self |awareness |is |assessed |by |the |mirror |and |rouge |task. |Explain |how |culture |can |affect |how |
children |respond |- |CORRECT |ANSWER✔✔-We |know |this |from |a |simple |but |ingenious |
experimental |technique |in |which |an |infant's |nose |is |secretly |colored |with |a |dab |of |red |powder.
|Then |the |infant |is |seated |in |front |of |a |mirror. |If |infants |touch |their |noses |or |attempt |to |wipe |
off |the |rouge, |we |have |evidence |that |they |have |at |least |some |knowledge |of |their |physical |
characteristics. |For |them, |this |awareness |is |one |step |in |developing |an |understanding |of |
themselves |as |independent |beings. |For |instance, |Brianna, |in |the |example |at |the |beginning |of |
this |section, |showed |her |awareness |of |her |independence |when |she |tried |to |rub |the |jelly |off |
her |forehead
A |person's |identity, |or |set |of |beliefs |about |what |one |is |like |as |an |individual |- |CORRECT |
ANSWER✔✔-Self |concept
Eastern |societies |tend |to |have |a |_______ |orientation |- |CORRECT |ANSWER✔✔-collectivistic
A |philosophy |that |promotes |the |notion |of |independence |- |CORRECT |ANSWER✔✔-collectivistic
|orientation
Western |cultures |tend |to |embrace |an |_______ |orientation |- |CORRECT |ANSWER✔✔-
individualistic
A |philosophy |that |emphasizes |personal |identity |and |the |uniqueness |of |the |individual |- |
CORRECT |ANSWER✔✔-Individualistic |orientation
,The |sense |of |being |male |or |female |- |CORRECT |ANSWER✔✔-gender
When |do |we |notice |differences |based |on |skin |color |and |start |to |identify |with |a |particular |
group? |- |CORRECT |ANSWER✔✔-By |the |time |they |are |3 |or |4 |years |old, |preschool-age |children |
notice |differences |among |people |based |on |skin |color, |and |they |begin |to |identify |themselves |as
|a |member |of |a |particular |group |such |as |"Hispanic" |or |"black." |Although |early |in |the |preschool
|years |they |do |not |realize |that |ethnicity |and |race |are |enduring |features |of |who |they |are, |later |
they |begin |to |develop |an |understanding |of |the |significance |that |society |places |on |ethnic |and |
racial |membership
The |phenomenon |in |which |minority |children |indicate |preferences |for |majority |values |or |
people |- |CORRECT |ANSWER✔✔-Race |dissonance
4 |main |categories |of |self |concepts: |- |CORRECT |ANSWER✔✔-Academic
Social
Emotional
Physical
According |to |Erik |Erikson, |adolescents |are |in |identity |- |vs- |identity |confusion |stage. |What |
happens |during |this |stage? |- |CORRECT |ANSWER✔✔-suggests |that |teenagers |try |to |figure |out |
what |is |unique |and |distinctive |about |themselves—a |task |they |manage |with |increasing |
sophistication |due |to |the |cognitive |gains |of |adolescence. |Erikson |argues |that |adolescents |
strive |to |discover |their |strengths |and |weaknesses |and |the |roles |that |best |suit |their |future |
lives. |This |often |involves |"trying |on" |different |roles |or |choices |to |see |if |they |fit |their |
capabilities |and |views |about |themselves
What |outcomes |are |associated |with |success/failure |in |finding |a |suitable |identity? |- |CORRECT |
ANSWER✔✔-In |Erikson's |view, |adolescents |who |do |not |find |a |suitable |identity |may |go |off |
course |in |several |ways. |They |may |adopt |socially |unacceptable |roles |to |express |what |they |do |
not |want |to |be. |Forming |and |maintaining |lasting |close |relationships |may |elude |them. |In |
general, |their |sense |of |self |becomes |"diffuse," |failing |to |organize |around |a |unified |core |
,identity. |In |contrast, |those |who |forge |an |appropriate |identity |set |a |foundation |for |future |
psychosocial |development. |They |learn |their |unique |capabilities |and |believe |in |them, |and |they |
develop |an |accurate |sense |of |self. |They |are |prepared |to |take |full |advantage |of |their |unique |
strengths
Why |does |the |text |say |social |pressures |are |high |during |this |stage? |- |CORRECT |ANSWER✔✔-
Adolescents |feel |pressure |from |parents |and |friends |to |decide |whether |their |post-high-school |
plans |include |work |or |college |and, |if |the |decision |is |work, |which |occupation |to |follow. |Up |to |
this |point, |their |educational |lives |have |followed |a |universal |track, |laid |out |by |U.S. |society. |
However, |the |track |ends |at |high |school, |leaving |adolescents |with |difficult |choices |about |which |
path |to |follow
a |period |during |which |they |take |time |off |from |the |upcoming |responsibilities |of |adulthood |to |
explore |various |roles |and |possibilities. |- |CORRECT |ANSWER✔✔-Psychological |moratorium
a |period |in |which |an |adolescent |consciously |chooses |between |various |alternatives |and |makes |
decisions. |- |CORRECT |ANSWER✔✔-crisis
psychological |investment |in |a |course |of |action |or |an |ideology. |One |adolescent |might |careen |
from |one |activity |to |another, |with |nothing |lasting |beyond |a |few |weeks, |while |another |
becomes |totally |absorbed |in |volunteering |at |a |homeless |shelter |- |CORRECT |ANSWER✔✔-
committment
four |statuses |of |james |marcia's |approach |to |identity |development: |- |CORRECT |ANSWER✔✔-
identity |achievement
identity |foreclosure |
moratorium
identity |diffusion
the |status |of |adolescents |who |commit |to |a |particular |identity |following |a |period |of |crisis |
during |which |they |consider |various |alternatives. |- |CORRECT |ANSWER✔✔-identity |achievement
, the |status |of |adolescents |who |prematurely |commit |to |an |identity |without |adequately |
exploring |alternatives. |- |CORRECT |ANSWER✔✔-identity |foreclosure
the |status |of |adolescents |who |may |have |explored |various |identity |alternatives |to |some |degree
|but |have |not |yet |committed |themselves |- |CORRECT |ANSWER✔✔-moratorium
the |status |of |adolescents |who |consider |various |identity |alternatives |but |never |commit |to |one |
or |never |even |consider |identity |options |in |any |conscious |way. |- |CORRECT |ANSWER✔✔-identity
|diffusion
MAMA |cycle |- |CORRECT |ANSWER✔✔-c. |MAMA |cycle |- |Explain |-
(moratorium—identity |achievement—moratorium—identity |achievement). |Or |a |forecloser |
who |selected |a |career |path |without |much |thought |in |early |adolescence |may |reassess |and |
make |a |more |active |choice |later.
the |period |beginning |in |the |late |teenage |years |and |extending |into |the |mid-20s. |- |CORRECT |
ANSWER✔✔-emerging |adulthood
Identity |formation |presents |unique |challenges |for |members |of |racial |and |ethnic |minority |
groups. |Why? |- |CORRECT |ANSWER✔✔-Forming |an |identity |is |often |difficult |for |adolescents, |
but |it |is |especially |challenging |for |members |of |racial |and |ethnic |groups |that |face |
discrimination. |Society's |contradictory |values |tell |adolescents |that |society |should |be |color-
blind, |that |race |and |ethnic |background |should |not |affect |opportunities |and |achievement, |and |
that |if |they |do |achieve, |society |will |accept |them.
this |view |says |individual |cultural |identities |should |be |assimilated |into |a |unified |culture |in |the |
United |States—the |melting |pot |model. |- |CORRECT |ANSWER✔✔-cultural |assimilation |model
suggests |that |U.S. |society |is |made |up |of |diverse, |coequal |cultural |groups |that |should |preserve |
their |individual |features. |This |model |grew |from |the |belief |that |cultural |assimilation |denigrates |
Answers
Knowledge |of |oneself |- |CORRECT |ANSWER✔✔-Self |awareness
Self |awareness |is |assessed |by |the |mirror |and |rouge |task. |Explain |how |culture |can |affect |how |
children |respond |- |CORRECT |ANSWER✔✔-We |know |this |from |a |simple |but |ingenious |
experimental |technique |in |which |an |infant's |nose |is |secretly |colored |with |a |dab |of |red |powder.
|Then |the |infant |is |seated |in |front |of |a |mirror. |If |infants |touch |their |noses |or |attempt |to |wipe |
off |the |rouge, |we |have |evidence |that |they |have |at |least |some |knowledge |of |their |physical |
characteristics. |For |them, |this |awareness |is |one |step |in |developing |an |understanding |of |
themselves |as |independent |beings. |For |instance, |Brianna, |in |the |example |at |the |beginning |of |
this |section, |showed |her |awareness |of |her |independence |when |she |tried |to |rub |the |jelly |off |
her |forehead
A |person's |identity, |or |set |of |beliefs |about |what |one |is |like |as |an |individual |- |CORRECT |
ANSWER✔✔-Self |concept
Eastern |societies |tend |to |have |a |_______ |orientation |- |CORRECT |ANSWER✔✔-collectivistic
A |philosophy |that |promotes |the |notion |of |independence |- |CORRECT |ANSWER✔✔-collectivistic
|orientation
Western |cultures |tend |to |embrace |an |_______ |orientation |- |CORRECT |ANSWER✔✔-
individualistic
A |philosophy |that |emphasizes |personal |identity |and |the |uniqueness |of |the |individual |- |
CORRECT |ANSWER✔✔-Individualistic |orientation
,The |sense |of |being |male |or |female |- |CORRECT |ANSWER✔✔-gender
When |do |we |notice |differences |based |on |skin |color |and |start |to |identify |with |a |particular |
group? |- |CORRECT |ANSWER✔✔-By |the |time |they |are |3 |or |4 |years |old, |preschool-age |children |
notice |differences |among |people |based |on |skin |color, |and |they |begin |to |identify |themselves |as
|a |member |of |a |particular |group |such |as |"Hispanic" |or |"black." |Although |early |in |the |preschool
|years |they |do |not |realize |that |ethnicity |and |race |are |enduring |features |of |who |they |are, |later |
they |begin |to |develop |an |understanding |of |the |significance |that |society |places |on |ethnic |and |
racial |membership
The |phenomenon |in |which |minority |children |indicate |preferences |for |majority |values |or |
people |- |CORRECT |ANSWER✔✔-Race |dissonance
4 |main |categories |of |self |concepts: |- |CORRECT |ANSWER✔✔-Academic
Social
Emotional
Physical
According |to |Erik |Erikson, |adolescents |are |in |identity |- |vs- |identity |confusion |stage. |What |
happens |during |this |stage? |- |CORRECT |ANSWER✔✔-suggests |that |teenagers |try |to |figure |out |
what |is |unique |and |distinctive |about |themselves—a |task |they |manage |with |increasing |
sophistication |due |to |the |cognitive |gains |of |adolescence. |Erikson |argues |that |adolescents |
strive |to |discover |their |strengths |and |weaknesses |and |the |roles |that |best |suit |their |future |
lives. |This |often |involves |"trying |on" |different |roles |or |choices |to |see |if |they |fit |their |
capabilities |and |views |about |themselves
What |outcomes |are |associated |with |success/failure |in |finding |a |suitable |identity? |- |CORRECT |
ANSWER✔✔-In |Erikson's |view, |adolescents |who |do |not |find |a |suitable |identity |may |go |off |
course |in |several |ways. |They |may |adopt |socially |unacceptable |roles |to |express |what |they |do |
not |want |to |be. |Forming |and |maintaining |lasting |close |relationships |may |elude |them. |In |
general, |their |sense |of |self |becomes |"diffuse," |failing |to |organize |around |a |unified |core |
,identity. |In |contrast, |those |who |forge |an |appropriate |identity |set |a |foundation |for |future |
psychosocial |development. |They |learn |their |unique |capabilities |and |believe |in |them, |and |they |
develop |an |accurate |sense |of |self. |They |are |prepared |to |take |full |advantage |of |their |unique |
strengths
Why |does |the |text |say |social |pressures |are |high |during |this |stage? |- |CORRECT |ANSWER✔✔-
Adolescents |feel |pressure |from |parents |and |friends |to |decide |whether |their |post-high-school |
plans |include |work |or |college |and, |if |the |decision |is |work, |which |occupation |to |follow. |Up |to |
this |point, |their |educational |lives |have |followed |a |universal |track, |laid |out |by |U.S. |society. |
However, |the |track |ends |at |high |school, |leaving |adolescents |with |difficult |choices |about |which |
path |to |follow
a |period |during |which |they |take |time |off |from |the |upcoming |responsibilities |of |adulthood |to |
explore |various |roles |and |possibilities. |- |CORRECT |ANSWER✔✔-Psychological |moratorium
a |period |in |which |an |adolescent |consciously |chooses |between |various |alternatives |and |makes |
decisions. |- |CORRECT |ANSWER✔✔-crisis
psychological |investment |in |a |course |of |action |or |an |ideology. |One |adolescent |might |careen |
from |one |activity |to |another, |with |nothing |lasting |beyond |a |few |weeks, |while |another |
becomes |totally |absorbed |in |volunteering |at |a |homeless |shelter |- |CORRECT |ANSWER✔✔-
committment
four |statuses |of |james |marcia's |approach |to |identity |development: |- |CORRECT |ANSWER✔✔-
identity |achievement
identity |foreclosure |
moratorium
identity |diffusion
the |status |of |adolescents |who |commit |to |a |particular |identity |following |a |period |of |crisis |
during |which |they |consider |various |alternatives. |- |CORRECT |ANSWER✔✔-identity |achievement
, the |status |of |adolescents |who |prematurely |commit |to |an |identity |without |adequately |
exploring |alternatives. |- |CORRECT |ANSWER✔✔-identity |foreclosure
the |status |of |adolescents |who |may |have |explored |various |identity |alternatives |to |some |degree
|but |have |not |yet |committed |themselves |- |CORRECT |ANSWER✔✔-moratorium
the |status |of |adolescents |who |consider |various |identity |alternatives |but |never |commit |to |one |
or |never |even |consider |identity |options |in |any |conscious |way. |- |CORRECT |ANSWER✔✔-identity
|diffusion
MAMA |cycle |- |CORRECT |ANSWER✔✔-c. |MAMA |cycle |- |Explain |-
(moratorium—identity |achievement—moratorium—identity |achievement). |Or |a |forecloser |
who |selected |a |career |path |without |much |thought |in |early |adolescence |may |reassess |and |
make |a |more |active |choice |later.
the |period |beginning |in |the |late |teenage |years |and |extending |into |the |mid-20s. |- |CORRECT |
ANSWER✔✔-emerging |adulthood
Identity |formation |presents |unique |challenges |for |members |of |racial |and |ethnic |minority |
groups. |Why? |- |CORRECT |ANSWER✔✔-Forming |an |identity |is |often |difficult |for |adolescents, |
but |it |is |especially |challenging |for |members |of |racial |and |ethnic |groups |that |face |
discrimination. |Society's |contradictory |values |tell |adolescents |that |society |should |be |color-
blind, |that |race |and |ethnic |background |should |not |affect |opportunities |and |achievement, |and |
that |if |they |do |achieve, |society |will |accept |them.
this |view |says |individual |cultural |identities |should |be |assimilated |into |a |unified |culture |in |the |
United |States—the |melting |pot |model. |- |CORRECT |ANSWER✔✔-cultural |assimilation |model
suggests |that |U.S. |society |is |made |up |of |diverse, |coequal |cultural |groups |that |should |preserve |
their |individual |features. |This |model |grew |from |the |belief |that |cultural |assimilation |denigrates |
