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1 | |
The process of social interaction by which people acquire the knowledge, attitudes, values, and behaviors essential for effective participation in society is called: |
| | A) | culture. |
| | B) | definition of the situation. |
| | C) | social communication. |
| | D) | socialization. |
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2 | |
A form of learning in which the consequences of behavior determine the probability of its future occurrence is called: |
| | A) | conditioning. |
| | B) | personal efficacy. |
| | C) | reflexive behavior. |
| | D) | egocentric bias. |
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3 | |
Recent research on the kind of speech adults use when talking to babies reveals the following: |
| | A) | The study of vowel sounds in parentese supports the view that listening to language is a trigger for innately stored information. |
| | B) | This special speech confuses a child's brain as the child is attempting to learn correct language. |
| | C) | In spite of fundamental language differences, mothers use the same strategy to help their children learn to talk. |
| | D) | all of the above |
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4 | |
Tommy asked John, "How was school today?" John shouted, "Just fine!" Based upon this exchange, Tommy worried that something was bothering John. On what type of nonverbal communication did Tommy rely to arrive at this conclusion? |
| | A) | proxemics |
| | B) | touch |
| | C) | paralanguage |
| | D) | none of the above |
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5 | |
The Thomas theorem states that: |
| | A) | nonverbal communication constitutes the majority of a message in communication. |
| | B) | verbal communication is more important than touch, and touch is more important than artifacts in communicating a message. |
| | C) | definitions of the situation differ, and common understanding is impossible. |
| | D) | if situations are defined as real, they are real in their consequences. |
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6 | |
Karen walks into the classroom just as another student has told the punchline to a very funny joke. The room explodes in laughter. Karen quickly checks to see that her shirt is buttoned correctly and that there is no toilet tissue clinging to her shoe. Once she realizes the class isn't laughing at her, she settles down in her seat and asks the classmate to re-tell the joke. This is an example of: |
| | A) | esoteric social readjustment. |
| | B) | an egocentric bias. |
| | C) | the looking-glass self. |
| | D) | the formation of the self. |
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7 | |
A person's self-esteem - low or high - is mainly a function of: |
| | A) | introspective rejuvenation. |
| | B) | self-ethnography. |
| | C) | social comparisons. |
| | D) | none of the above. |
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8 | |
Miriam tutors a second grader in math. Over the course of the year she helps him work through two years' worth of material. At the end of the year, her student gives her a big hug and tells her that she is wonderful - he never would have been able to learn so much by himself. This inspires Miriam to volunteer to teach a summer craft class at the playground. Her willingness to take on a new teaching experience is motivated, in part, by: |
| | A) | her generalized other. |
| | B) | a heightened sense of personal efficacy. |
| | C) | peer pressure. |
| | D) | an acutely focused career path. |
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9 | |
James looks both ways before crossing the street, because the police officer who visited his class showed the class how to cross a street safely and stressed that looking both ways was important. According to Mead, James is responding to: |
| | A) | the generalized other. |
| | B) | the authoritative other. |
| | C) | the significant other. |
| | D) | the rational-legal other. |
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10 | |
According to Goffman, impression management is: |
| | A) | the analogy between social life and theater. |
| | B) | the concept that social life can be seen as "frames" with invisible realities. |
| | C) | the coercion that occurs in everyday life. |
| | D) | the attempt to favorably influence others' ideas of us. |
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11 | |
The theoretical perspective that views social life as similar to performances staged in a theater is called: |
| | A) | impression management. |
| | B) | the Thomas theorem. |
| | C) | the looking-glass self. |
| | D) | the dramaturgical approach. |
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12 | |
Which of the following is NOT a phase in role socialization as described by Mortimer and Simmons? |
| | A) | anticipatory socialization |
| | B) | verbalizing the role to others |
| | C) | continual modification to fit changing circumstances |
| | D) | disengagement |
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13 | |
Which of the following statements accurately describes childhood? |
| | A) | Societies begin socializing children at varying ages. |
| | B) | Childhood has always been viewed as the period when individuals should be attending school rather than working. |
| | C) | Childhood is the period of slowest development in a human's life. |
| | D) | Currently, most American children have mastered the complicated and abstract structure of the English language by their fourth birthday. |
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14 | |
Which of the following statements accurately describes adolescence? |
| | A) | In much of the world, adolescence is regarded as a socially distinct period. |
| | B) | In the view of neo-Freudians, the main task of adolescence is to become independent from the family. |
| | C) | Puberty rites make the shift from child to adult more definitive. |
| | D) | In America, regard for adolescence as a distinct life stage appears to have emerged during the 1700s. |
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15 | |
A study of youths in Minnesota by Linda Harris and her colleagues identified which of the following as being a difference between males and females? |
| | A) | After seventh grade, more boys than girls report at least one suicide attempt. |
| | B) | Emotionally distressed boys are more likely to "act out" than girls are. |
| | C) | Boys experience high emotional stress at a rate much higher than girls, but they are not allowed to relieve it through crying. |
| | D) | None of the above was found by Linda Harris in her research. |
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16 | |
The major development task(s) in middle adulthood include(s): |
| | A) | sex. |
| | B) | love and work. |
| | C) | socialization. |
| | D) | preparation for death. |
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17 | |
Turning points at which people change direction in the course of their lives are: |
| | A) | age norms. |
| | B) | life events. |
| | C) | social clocks. |
| | D) | remarkably similar for men and women. |
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18 | |
In her research on widows, Lopata found that: |
| | A) | the higher a woman's education and social class, the more disorganized her self-identity and life after her husband's death. |
| | B) | the lower a woman's education, the more disorganized she was after her husband's death. |
| | C) | long-term negative consequences of widowhood stem from the "grief work." |
| | D) | most widows move in with their married children. |
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19 | |
Dying: |
| | A) | is one social phenomenon that has changed little over time. |
| | B) | is less bureaucratic than it was in the past. |
| | C) | is a biological event with no associated social reality. |
| | D) | requires a new definition of self. |
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20 | |
Kubler-Ross found that people pass through five stages in accommodating themselves to death. These stages, in their proper order, are: |
| | A) | denial, anger, bargaining, depression, and acceptance. |
| | B) | anger, modeling, prayer, depression, and fear. |
| | C) | denial, fear, prayer, sadness, and accommodation. |
| | D) | fear, bargaining, accommodation, joy, and peace. |
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2002 McGraw-Hill Higher Education