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1. Match the following terms and their
definitions.
Terms
a. sex
b. gender
c. sexual orientation
d. gender-role standards

Definitions
1. (d) cultural
expectations about appropriate behavior for girls and boys, men and women
2. (a) biologically
based distinctions based on chromosomal information
3. (c) one’s
preference regarding the sex of an intimate partner
4. (b) the
integrated cognitive, social, and emotional schemes associated with being male
or
female

2. Match each type of empathy with its
definition.
Type of Empathy
a. global empathy
b. egocentric empathy
c. empathy for another’s feeling
d. empathy for another’s life conditions

Definition
1. (b) You
recognize distress in another person and react as if the distress were your
own.
2. (d) You
experience empathy when you understand the person’s circumstances.
3. (a) You
experience and express distress as a result of witnessing someone else in
distress.
4. (c) You
react to another’s distress in a way that might comfort that person.

3. Match the three processes through
which televised violence has an impact on the viewer and a related consequence.
()
Processes
a. observing role models who engage in aggressive action
b. heightened arousal while viewing violence
c. modification of beliefs and values

Consequences
1. (c) Viewers
expect others to act in an aggressive way toward them.
2. (a) Viewer
adds new violent behaviors to response repertoire.
3. (b) Strengthening
of cognitive network between aggressive feelings, memories, and actions
occurs
in viewer.

4. According to Damon and Hart’s
developmental model of the self, one can recognize evidence of
self-understanding at each developmental level.
Match the developmental level with the kind of self-understanding that
occurs at that level. ()
Developmental Level
a. early school age
b. middle childhood
c. early adolescence
d. later adolescence

Nature of self-understanding
1. (d) the
formulation of a personal and social identity which integrates the
characteristics of the
self
into a set of beliefs and plans which guide future actions
2. (b) comparative
assessment of self and others
3. (a) categorical
and concrete assessment of self
4. (c) understanding
of the social implications of one’s self characteristics

5. Match the motive for identification with its definition.)
Motive for Identification
a. fear of loss of love
b. identification with the aggressor
c. identification to satisfy needs for power and status
d. identification to increase perceived similarity

Definition
1. (c) A
child behaves like a parent in order to achieve a vicarious sense of power.
2. (b) A
child behaves like a parent in order to protect him- or herself from a parent’s
rage.
3. (d) A
child behaves like a parent in order to appear to have more of the parent’s
positive
attributes.
4. (a) A
child behaves like a parent to ensure a continued, positive, love relationship.

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