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21. According to behavioral learning
theory, internalization is a result of ________________.
a. empathy
b. identification
c. cognitive judgments
d. reinforcements and punishments

22. One way to sustain internalization is
through _____.
a. avoidance conditioning
b. operant conditioning
c. reward conditioning
d. punishment

23. Joelle, a 6-year old, really wants to
eat a cookie out of the cookie jar. However she remembers how mad her mother
got at her when she ate a cookie right before dinner last week and she starts
to feel anxiety. In the end, Joelle
decides not to eat the cookie because she knows it is wrong. This is an example
of __________.
a. operant conditioning
b. reward conditioning
c. avoidance conditioning
d. anxiety conditioning

24. Every day Johnny watches Tally get in
trouble when she rides her bike further than their mother allows them to go. Johnny really wants to go around the corner
when riding his bike but he knows his mother will be angry and that he will get
in trouble, so he stops at the corner and turns back towards their house on his
bike. This is an example of
__________________.
a. observation of models
b. cognitive schemes
c. help giving behaviors
d. punishment

25. According to social learning theory, learning
the moral code occurs largely through which of the following?
a. observation and imitation
b. cognitive schemes
c. help giving behaviors
d. guilt and shame

26. Samantha, who is 5 years old, is
watching TV and sees a boy tell his mother a lie. Nothing bad happens to the boy. According to social learning theory, she is
likely to conclude that __________.
a. lying is all right
b. lying is morally wrong
c. lying is a violation of one’s
social contract
d. lying is acceptable as long as it
does not disrupt the authority relations in the family

27. Piaget described the major transition
in moral development from heteronomous to__________ morality.
a. sensitive
b. representational
c. egocentric
d. autonomous

28. When children see rules as a product
of cooperative agreements, they are said to have achieved a level of
_________________ morality.
a. schematic
b. heteronomous
c. autonomous
d. overt

29. According to cognitive learning
theory, an important aspect of moral behavior is _____________.
a. one’s identification with a loving
parent
b. whether one believes the behavior
would be observed and punished
c. whether one understands that
morality is a product of a social contract
d. whether one has been punished by
spanking or loss of privileges
,
30. According to cognitive developmental
theory, advances in moral reasoning occur when a child has to reconcile new
views about basic moral concepts with existing views about what is right or
wrong. This process is called __________.
a. social convention
b. empathy
c. conventional morality
d. equilibration

31. Lawrence Kohlberg expanded on Piaget’s
theory by developing a theory of stages of moral judgment. Children of the
early-school-age period (4 to 6) are most likely to be at which level?
a. preconventional
b. conventional
c. postconventional
d. unconventional

32. When a person decides whether
something is morally right or wrong based on how individuals in positions of
authority view it, the person is said to be at which level of moral reasoning?
a. preconventional
b. conventional
c. postconventional
d. unconventional

33. Which of the following statements
about stage 6 moral reasoning in Kohlberg’s model is most accurate?
a. Most adults function at stage 6
reasoning.
b. At stage 6, decisions about justice
are based on whether the behavior upholds or violates the laws of society.
c. Stage 6 reasoning requires the
development of a set of universal ethical principles that apply across time and
culture.
d. None of these.

34. Martin Luther King, who fought for
civil rights of minorities and underrepresented groups, displayed what level of
morality according to Kohlberg’s theory?
a. preconventional
b. conventional
c. postconventional
d. unconventional

35. Research with early-school-age
children suggests that their moral reasoning focuses on ______________.
a. upholding a social contract
b. conforming to the opinions of legitimate
authorities
c. universal ethical principles
d. consequences of their behavior

36. What type of early childhood
educational environment can promote more autonomous, flexible moral reasoning
in young children?
a. Make sure rules are clearly stated
at the beginning of the school year.
b. Punish children quickly and not
overly severely when they break rules.
c. Involve children in rule making and
teach them strategies to help resolve conflicts.
d. Make sure parents and teachers
agree about what behaviors are wrong and how to correct these behaviors.

37. Which of the following is an example
of a social convention transgression as compared to a moral transgression?
a. failing to knock on the door before
entering a room
b. telling a lie
c. stealing notes from another student
d. destroying another child’s gloves
and mittens

38. According to psychoanalytic theory, a
strong morality (superego) results from ______________.
a. empathy
b. parental identification
c. strong id impulses
d. defense mechanisms

39. Several of Freud’s ideas about moral
development have been shown to be incorrect. What is one of these ideas?
a. Males would have a weaker superego
than females.
b. Identification with the mother has
a greater role to play in moral development than identification with the
father.
c. Parents who use harsh punishment to
restrict a child’s impulses will produce children with a stronger superego.
d. The superego develops in infancy.

40. The new psychoanalytic perspective on
moral development has revised Freud’s original thinking in what way?
a. Moral development is seen as
emerging earlier than Freud thought, in the context of the first close,
emotional bonds with a caregiver.
b. Moral development is viewed as
almost entirely cognitive; the role of emotion is much less than Freud thought.
c. Morality is now considered
primarily a new series of defense mechanisms against anxiety.
d. Morality is seen as developing
after latency, during the reawakening of Oedipal and Electra fantasies that
accompany puberty.

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