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A Topical Approach to Lifespan Development 5th Edition Santrock Test Bank

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A Topical Approach to Lifespan Development 5th Edition Santrock Test Bank

ISBN-13: 978-0073370934

ISBN-10: 0073370932

 

Description

A Topical Approach to Lifespan Development 5th Edition Santrock Test Bank

ISBN-13: 978-0073370934

ISBN-10: 0073370932

 

 

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Chapter 12: Gender and Sexuality

 

Multiple Choice Questions

 

  1. Gender is the:
  2. characteristics of people as females or males.
  3. biological aspects of being female or male.
  4. set of expectations that prescribe how females and males should act, think, and feel.
  5. behavior that is considered appropriate for females or males.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Sex is the:
  2. social and psychological dimensions of being female or male.
  3. biological aspects of being female or male.
  4. set of expectations that prescribe how females and males should act, think, and feel.
  5. behavior that is considered appropriate for females or males.

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Gender role is the:
  2. social and psychological dimensions of being female or male.
  3. biological aspects of being female or male.
  4. set of expectations that prescribe how females and males should act, think, and feel.
  5. behavior that is considered appropriate for females or males.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Gender typing is the:
  2. social and psychological dimensions of being female or male.
  3. biological aspects of being female or male.
  4. set of expectations that prescribe how females and males should act, think, and feel.
  5. process by which children acquire the thoughts, feelings, and behaviors that are considered appropriate for being female or male in a particular culture.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Pat’s 23rd pair of chromosomes is XY. Pat is:
  2. male.
  3. female.
  4. a carrier for fragile X syndrome.
  5. a child with Down syndrome.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. What general class of sex hormones primarily influences the development of female physical sex characteristics and helps regulate the menstrual cycle?
  2. androgens
  3. estrogens
  4. testosterones
  5. cortisols

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 424-425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. What is the general class of sex hormones produced in the testes and/or adrenal glands?
  2. androgens
  3. testosterones
  4. estrogens
  5. estradiols

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Which of the following pairs is correct?
  2. androgen/male sex characteristics
  3. testosterone/female sex characteristics
  4. estrogen/male physical characteristics
  5. cortisol/male physical characteristics

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Which of the following describes congenital adrenal hyperplasia?
  2. A condition in males caused by a lack of androgen receptors in their cells.
  3. A condition in which males are missing a penis.
  4. A condition in females caused by enlarged adrenal glands that produce abnormally high levels of androgens.
  5. A condition in which a child is born with both male and female genitals.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. What is androgen insensitivity?
  2. A condition in males caused by a lack of androgen receptors in their cells.
  3. A condition in which females are missing ovaries.
  4. A condition in females caused by enlarged glands producing high levels of androgens.
  5. A condition in which a child is born with both male and female genitals.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. What is a pelvic field defect?
  2. A condition in males caused by a lack of androgen receptors in their cells.
  3. A condition in which males are missing a penis.
  4. A condition in females caused by enlarged glands producing high levels of androgens.
  5. A condition in which a child is born with both male and female genitals.

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Studies following XY children with pelvic field defects indicate that:
  2. socialization of an individual most strongly influences gender identity.
  3. the physical presence of sex parts most strongly influences gender identity.
  4. prenatal exposure to androgens most strongly influences gender identity.
  5. parents’ level of distress and coping style have a strong influence on psychological adjustment of these children.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Moderate

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Researchers have found links between hormone levels and certain behaviors. Which of the following is a documented correlation?
  2. High levels of estrogens are linked with aggressive and sexual behavior.
  3. Violent criminals have above-average levels of estrogens.
  4. High levels of cortisol are correlated with sexual behavior during puberty.
  5. High levels of testosterone are linked with aggressive and sexual behavior.

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Which developmental approach argues that different environmental pressures in primeval times forced the separation of gender roles?
  2. behavioral
  3. social
  4. evolutionary
  5. cognitive

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. The idea that women show an adaptive preference for choosing long-term mates who can provide their offspring is an expression of:
  2. environmental design.
  3. behaviorism.
  4. natural selection.
  5. social learning.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Dr. Estrada attributes gender differences to the possibility that women’s lower-status positions in society have encouraged them to become more cooperative and less dominant than men. Her view most closely matches:
  2. cognitive developmental theories of gender.
  3. psychoanalytic theories of gender.
  4. evolutionary psychology.
  5. social role theory.

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Social cognitive theory attributes psychological differences between men and women to:
  2. observation and imitation, rewards and punishment of gender-related behavior.
  3. the degree of success with which one navigates certain discontinuous psychosocial crises.
  4. the degree of identification with the same-sex parent.
  5. naturally selected historical roles.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Which theory of gender emphasizes the role of peers in gender typing?
  2. psychoanalytic theory of gender
  3. social cognitive theory of gender
  4. gender schema theory
  5. evolutionary psychology

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. The psychoanalytic theory purports that gender typing occurs:
  2. before birth.
  3. because of biology.
  4. unconsciously.
  5. in response to rewards and punishment of imitation behavior.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. With regard to gender stereotyping, recent research shows that parents:
  2. continue to interact differently with sons and daughters, often fostering behaviors that reinforce traditional gender roles.
  3. interact nearly equally with sons and daughters, often promoting autonomy and self-reliance.
  4. often favor daughters and more heavily promote their intellectual development.
  5. often favor sons and socialize them to be more obedient and responsible.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 427

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Observation, imitation, and rewards and punishment are facets of which gender theory?
  2. psychoanalytic
  3. social cognitive
  4. gender schema
  5. evolutionary psychology

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 427

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Critics of social cognitive theory argue that it pays too little attention to the roles of the child’s own mind and understanding. These critics support a(n) ___________ approach to gender theory.
  2. autonomous
  3. psychoanalytic
  4. antisocial
  5. cognitive

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Moderate

Feedback: 427

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Social cognitive therapists characterize the playground for elementary school-aged children as:
  2. cognitive vacation.
  3. social theatre.
  4. gender school.
  5. stereotyped role confinement.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 427-428

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Paulo unconsciously knows what it means to be a boy. He interacts with others, chooses activities, and interprets information in accordance with this cognitive representation of “maleness.” This is an example of which gender development theory?
  2. social cognitive
  3. psychoanalytic
  4. psychosocial
  5. gender schema

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 428

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. According to gender schema theory, gender typing occurs when a child:
  2. understands that sex is constant.
  3. forms a concept of what is appropriate for males and females.
  4. identifies with a same-sex parent.
  5. imitates the behavior of men or women.

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 428

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Research indicates that stereotyped gender roles are more psychologically constrictive for:
  2. girls.
  3. boys.
  4. children from nuclear families.
  5. children from single-parent families.

Answer: b

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 429

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Broad impressions and beliefs about females and males are termed:
  2. sex differences.
  3. gender self-concepts.
  4. gender-esteem evaluations.
  5. gender stereotypes.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 429-430

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Dr. Barlow displays pictures of 10 individuals and asks students to match them with a list of occupations. Unwittingly, the students align traditionally male jobs with pictures of men and traditionally female jobs with pictures of women. This is an example of:
  2. sex discrimination.
  3. gender role attribution.
  4. gender stereotyping.
  5. gender constancy.

Answer: c

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 430

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Whereas male traits are generally instrumental, female traits are:
  2. expressive.
  3. aggressive.
  4. externalizing.
  5. assertive.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 430

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Females are most likely to be stereotyped as expressing more guilt and love, whereas males are most likely to be stereotyped as expressing more:
  2. sadness and regret.
  3. humor and rhetoric.
  4. shame and sympathy.
  5. anger and pride.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 430

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Males, following a stressful event, will experience:
  2. slower heart rate and reduced levels of cortisol.
  3. faster clotting and higher blood pressure.
  4. reduced levels of rational thought.
  5. increased feelings of guilt and shame.

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 431

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Which of the following is characteristic of a female brain?
  2. one part of the hypothalamus involved in sexual behavior is larger
  3. smaller in size but has more folds and surface area
  4. an area of the parietal lobe that functions in visuospatial skills is larger
  5. areas involved in emotional expression show less metabolic activity

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 431

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. According to Miller, much of female development includes:
  2. unconscious development of masculine traits of assertiveness and power wielding.
  3. active participation in the development of others.
  4. deliberate fostering of independence and separate “I-ness.”
  5. reinforcing masculine trait development in male peers.

Answer: b

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 431

Learning Goal 3: Describe the development of gender through the life span

 

  1. Comparing the math abilities of males and females shows that:
  2. most males outperform most females.
  3. most females outperform most males.
  4. there is no significant difference between the sexes.
  5. there are significant differences between the sexes in calculus only.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 432

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. When reviewing factors related to school achievement, such as class participation, attention, and academic success:
  2. females are superior to males.
  3. males are superior to females.
  4. there is no difference between males and females.
  5. females outrank males in the area of class participation only.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 432

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Which of the following statements is TRUE regarding gender equity?
  2. Gender differences in science, technology, and math careers favor females.
  3. Gender differences in science, technology, and math careers favor Asian females only.
  4. Gender differences in science, technology, and math careers continue to favor males.
  5. There are no longer gender differences in science, technology, and math careers.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 432

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. The 2007 National Assessment of Education Progress reports:
  2. boys score significantly higher in math and science than girls.
  3. girls score significantly higher in math and science than boys.
  4. boys score significantly higher in reading and writing than girls.
  5. girls score significantly higher in reading and writing than boys.

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 432

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Tammy is a fifth grade student who frequently spreads rumors about her least favorite classmates. This behavior is an example of:
  2. high self-regulation.
  3. physical aggression.
  4. relational aggression.
  5. gender stereotyping.

Answer: c

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 433

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. A gender difference that appears early in development and across cultures is that, compared to girls, boys are more:
  2. emotional.
  3. intelligent.
  4. physically aggressive.
  5. verbally assertive.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 433

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Men are likely to engage in helping behavior when:
  2. there is perceived danger, and when they feel competent to do so.
  3. a personal problem exists, or a child is involved.
  4. visuospatial competence is required.
  5. a potential personal benefit is evident.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 433-434

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Children begin to form many ideas about what the sexes are like from ages:
  2. 3 to 4.
  3. 1 1/2 to 3.
  4. 4 to 5.
  5. 6 to 7.

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 435

Learning Goal 3: Describe the development of gender through the life span

 

  1. Gina loves to play rugby, and Josh is enrolled in ballet lessons. What is the likely reaction of their peers?
  2. Peers will not react significantly to either individual.
  3. Peers will reject both individuals’ behaviors.
  4. Peers will accept both individuals’ behaviors.
  5. Peers will accept Gina’s interest and reject Josh’s choice.

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 435

Learning Goal 3: Describe the development of gender through the life span

 

  1. Which of the following is a likely reason that boys may find it difficult to learn the masculine gender role?
  2. Male role models are less accessible to young children.
  3. Boys fight against the well-defined requirements of masculine roles.
  4. The masculine role has become so flexible, that boundaries are difficult to distinguish.
  5. Boys are inept at picking up social information from their environment.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 435

Learning Goal 3: Describe the development of gender through the life span

 

  1. Chad is upset, but actively refuses to show his emotion. According to William Pollack, Chad is:
  2. affirming the gender intensification hypothesis.
  3. following the “boy code.”
  4. engaging in gender role transcendence.
  5. likely to internalize his emotion and become depressed.

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 435

Learning Goal 3: Describe the development of gender through the life span

 

  1. What accounts for different gender role attitudes across cultures?
  2. Female traits and male traits are valued differently across cultures.
  3. There are very few similarities in gender roles across cultures.
  4. Nonwhite ethnic groups discriminate against women less than White ethnic groups.
  5. In industrialized cultures, naturally selected or evolutionary gender roles are still more adaptive than androgyny.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 436

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Psychological and behavioral differences tend to increase during adolescence because of increased social pressures to conform to traditional gender roles. This is:
  2. traditional gender role development.
  3. an example of gender role scripts.
  4. the gender-intensification hypothesis.
  5. the development of gender stereotypes.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 436

Learning Goal 3: Describe the development of gender through the life span

 

  1. According to the gender-intensification hypothesis, what is a likely result of adolescent boys attempting to be viewed as more masculine?
  2. They obsess about academic achievement and reward.
  3. They form exclusive, male peer groups and minimize interaction with females.
  4. They take body bulking steroidal supplements.
  5. They engage in risk-taking and rebellious behavior.

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 436

Learning Goal 3: Describe the development of gender through the life span

 

  1. Charlie disputes Helen’s complaint that they never talk. “What do you mean? I just gave you my work schedule and evening plans for the week.” Charlie engages in __________, whereas Helen desires __________.
  2. gender stereotyping/gender transcendence
  3. role strain/role ease
  4. rapport talk/report talk
  5. report talk/rapport talk

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 437

Learning Goal 3: Describe the development of gender through the life span

 

  1. Report talk involves sharing information, while rapport talk involves:
  2. making a personal connection.
  3. networking in business.
  4. advising and mentoring.
  5. gender stereotyping.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 437

Learning Goal 3: Describe the development of gender through the life span

 

  1. Pablo feels pressure to be a strong, independent provider. His wife, however, complains that he is not sensitive enough. Pablo is experiencing:
  2. gender stereotyping.
  3. role strain.
  4. role discontinuity.
  5. role conflict.

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 437-438

Learning Goal 3: Describe the development of gender through the life span

 

  1. Which of the following statements is true of the male role in society?
  2. Most men belong to a large system of same-sex mentors.
  3. Men have more positive role models than women.
  4. The traditional male role puts men at higher risk for health problems.
  5. The evolutionary drive to reproduce encourages the development of close, reciprocal relationships with women.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 437-438

Learning Goal 3: Describe the development of gender through the life span

 

  1. Older women from ethnic minority groups warrant special attention because they often face triple jeopardy in:
  2. ageism, sexism, and racism.
  3. physical exhaustion, anxiety, and shame.
  4. a lack of confidence, education, and financial security.
  5. guilt, confusion, and mental disabilities.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 439

Learning Goal 3: Describe the development of gender through the life span

 

  1. As men grow older, there is a continuing trend that older men __________.
  2. become more masculine.
  3. become more physically aggressive.
  4. become more nurturant.
  5. become more sexist.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 439

Learning Goal 3: Describe the development of gender through the life span

 

  1. Which of the following is a support system commonly relied on by aging, ethnic females?
  2. neighbors
  3. church organizations
  4. community programs
  5. hobbies and personal improvement

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 439

Learning Goal 3: Describe the development of gender through the life span

 

  1. Kyle and Angie have decided to wait until they are married to have sex. They hold to:
  2. nontraditional sexual script.
  3. romantic script.
  4. traditional gender role script.
  5. traditional religious sexual script.

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 441

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following statements is TRUE of current-day knowledge about sexual orientation?
  2. If homosexual males receive androgen therapy, sexual orientation is likely to change.
  3. No firm answers are available as to why some individuals are homosexual, whereas others are heterosexual.
  4. Sexual orientation is most likely due to environmental factors.
  5. Today it is most acceptable to view sexual orientation as a polar opposite—homosexual or heterosexual.

Answer: b

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 441

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following is a finding of Robert Michael’s extensive interview study regarding Americans’ sex lives?
  2. Americans’ sexual lives are more conservative than portrayed in the media.
  3. Single people have sexual intercourse more often than married couples.
  4. Adultery is more prevalent than previously believed.
  5. Women think more often about sex than men do.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 441-442

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following statements is TRUE regarding gay male and lesbian relationships?
  2. Regardless of sexual orientation, both women and men strongly link close, committed relationships with enjoyable sex.
  3. In same-sex couples, a partner’s sexual attraction is more important than a partner’s personality characteristics.
  4. In same-sex couples, regardless of the sex, a more equal distribution of labor and power is emphasized.
  5. Lesbians have more sex partners than gay men, and lesbians have sex more often than gay males.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 442

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

59 A person’s sexual orientation most likely is determined by a combination of:

  1. personal preference and social conditioning.
  2. family history and religious affiliation.
  3. genetic and hormonal factors.
  4. genetic, hormonal, cognitive, and environmental factors.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 442-443

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Children raised by lesbian or gay parents are:
  2. more likely to be lesbian, gay or bisexual than children raised by heterosexual parents.
  3. less likely to be lesbian, gay or bisexual than children raised by heterosexual parents.
  4. no more likely to be lesbian, gay or bisexual than children raised by heterosexual parents.
  5. more likely to suffer from adolescent depression than children raised by heterosexual parents.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 443

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What advice about bicultural identity would psychologist Laura Brown give to a gay or lesbian couple?
  2. Isolate yourselves as a couple and avoid contact with other people.
  3. Maintain contact with both the gay community and the heterosexual mainstream.
  4. Develop a circle of gay and lesbian friends and avoid frequent contact with heterosexual people.
  5. Develop a circle of heterosexual friends and avoid strong associations with the gay community.

Answer: b

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 443

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. In a recent study, approximately __________ of sexual minority adults reported they had experienced verbal harassment.
  2. 10 %
  3. 20 %
  4. 50 %
  5. 75 %

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 443

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Sexually transmitted infections (STIs) affect approximately __________ U.S. adults.
  2. 1 in 3
  3. 1 in 6
  4. 1 in 10
  5. 1 in 25

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 443-444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following STIs is caused by a virus rather than bacteria?
  2. gonorrhea
  3. syphilis
  4. genital herpes
  5. chlamydia

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 443-444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following STIs is caused by bacteria rather than a virus?
  2. HPV
  3. AIDS
  4. genital herpes
  5. chlamydia

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 443-444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Bethany’s doctor informs her she has a sexually transmitted disease. Which is she MOST likely to have?
  2. gonorrhea
  3. syphilis
  4. chlamydia
  5. HIV

Answer: c

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Marc’s doctor informs him that he has an incurable sexually transmitted disease. Which disease does Marc have?
  2. gonorrhea
  3. genital herpes
  4. syphilis
  5. chlamydia

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Joe has contracted a virus that is destroying his body’s immune system. Joe has:
  2. AIDS.
  3. herpes.
  4. syphilis.
  5. gonorrhea.

Answer: a

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 445

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. When it comes to HIV, the only safe sex is:
  2. no sex.
  3. protected sex.
  4. sex between married partners.
  5. sex between consenting adults.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Moderate

Feedback: 445

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Orphans could make up as much as 15 to 20 percent of the population of some sub-Saharan countries due to:
  2. civil war.
  3. human trafficking.
  4. guerrilla terrorism.
  5. AIDS.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 445-446

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. In many African countries, which group is MOST vulnerable to infection with the HIV virus?
  2. elementary-age girls
  3. adolescent girls
  4. elementary-age boys
  5. adolescent boys

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 446

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. One of the best predictors of getting an STI is:
  2. heterosexual behavior.
  3. homosexual behavior.
  4. asking a partner about his sexual behavior.
  5. having sex with multiple partners.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Coercive sexual activity directed at someone with whom the victim is at least casually acquainted is:
  2. date rape.
  3. consensual sex.
  4. sexual harassment.
  5. sexual dysfunction.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What percentage of college men admit to forcing a woman into a sexual act?
  2. 25 %
  3. 33 %
  4. 50 %
  5. 75 %

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. In one study, 1 in 10 college women said that they had experienced rape in their lifetime. What percentage of these women knew the person who sexually assaulted them?
  2. 90 %
  3. 70 %
  4. 50 %
  5. 40 %

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What percentage of female rape victims suffers some form of sexual dysfunction?
  2. 35 %
  3. 50 %
  4. 65 %
  5. 80 %

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 448

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Sexual harassment includes which of the following?
  2. sexist remarks
  3. physical contact
  4. sexual assault
  5. all of these

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 449

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What percentage of 12- to 18-year-old adolescent girls report experiencing sexual harassment?
  2. 35 %
  3. 50 %
  4. 65 %
  5. 90 %

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 449

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. Which of the following is positively correlated with increased sexual behavior in adolescents?
  2. curiosity and sexual play in childhood
  3. strict parental values against premarital sex
  4. viewing sexually explicit TV shows
  5. participation in extracurricular clubs and activities

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 450

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Research shows that although adolescents are waiting until they are older to have sexual intercourse, they are increasingly engaging in:
  2. oral sex.
  3. bisexual relationships.
  4. sexual harassment.
  5. sex discrimination.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which of the following statements is true regarding male and female adolescent sexual behavior?
  2. Nearly the same percentage of girls and boys participate in oral sex from the age of 15 to the age of 19.
  3. Girls engage in sexual behavior about one year earlier than boys.
  4. A majority of girls and a minority of boys are virgins at the age of 15.
  5. A majority of boys and a minority of girls who are sexually active are also married.

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Santiago waited until he was married to have sex. Which of the following did NOT influence his decision to wait?
  2. high self-regulation
  3. religious affiliation and involvement
  4. future aspirations
  5. popular TV shows and commercials

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 450

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which of the following factors contribute to earlier sexual activity among adolescents?
  2. lack of attachment between parents and their adolescent children
  3. perception that peers have had sex
  4. being home alone with the opposite sex
  5. all of these

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Moderate

Feedback: 450

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. According to a recent national study, what percentage of U.S. high school students were currently sexually active?
  2. 10%
  3. 20%
  4. 35%
  5. 55%

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 453

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Attention problems and lack of self-regulation are __________ linked to sexual risk taking in adolescence.
  2. emotional factors
  3. cognitive factors
  4. physical factors
  5. social factors

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 453

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Emily’s parents want to protect her from early participation in sexual activity and should actively support which of the following?
  2. disallow discussions about sex
  3. opposite-sex friendships
  4. dieting
  5. academic achievement

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Monique had her first sexual intercourse at the age of 14. Research indicates Monique is likely to:
  2. develop a positive sexual identity.
  3. engage in drinking, drug use, and delinquency.
  4. marry early.
  5. abstain from sex during the rest of her adolescence.

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Although adolescent contraceptive use is increasing, the United States continues to have one of the highest __________ rates in the industrialized world.
  2. adolescent pregnancy
  3. STI infection
  4. HIV
  5. infant mortality

Answer: a

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which method of birth control do older adolescent girls most frequently use?
  2. oral contraceptives
  3. a condom
  4. withdrawal
  5. no method

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 453

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which of the following countries has the highest rate of teen pregnancy?
  2. France
  3. Sweden
  4. Canada
  5. United States

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Moderate

Page 454

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Although pregnancy rates in the United States remain high, they fell to a record low in 2004. Reasons for the decline include which of the following?
  2. increased contraceptive use
  3. fear of STIs
  4. economic prosperity and opportunities for a good education and jobs
  5. all of these

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 454

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which of the following factors is the MOST common negative result of being an unmarried adolescent mother?
  2. disruption in education and career development
  3. social stigma attached to both the mother and child
  4. decreased fertility associated with having a child at a young age
  5. high rate of divorce when the mother eventually decides to marry

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Moderate

Feedback: 455

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Arial is fifteen years old and pregnant. Which of the following factors is the MOST likely contributing factor?
  2. Arial doesn’t have many close friends.
  3. Arial gets average grades in school.
  4. Arial watches a lot of television.
  5. Arial is the daughter of a teenage mother.

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 455

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Sandra wants to reduce her teenage daughter’s risk of unintended pregnancy AND sexually transmitted infection. Which of the following will be most effective?
  2. Buy her a box of condoms and explain how to use them.
  3. Maintain a close relationship, have and show values against premarital sex, and supervise her activities.
  4. Go with her to the gynecologist to secure a prescription for a birth control device.
  5. Hope for the best. Parental involvement has little correlation to adolescent sexual behavior.

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 456

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Programs that aim to reduce adolescent pregnancy, such as Taking Care of Business and Health Bridge, are most successful when they:
  2. focus on the negative consequences of teen pregnancy.
  3. emphasize abstinence.
  4. combine health education and activities that increase motivation.
  5. teach career planning skills and avoid sex-related material.

Answer: c

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 456

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Which of the following accurately describes the sexual activity of most individuals during emerging adulthood?
  2. sexually active and unmarried
  3. sexually active and married
  4. sexually inactive and unmarried
  5. sexually inactive and divorced with children

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 456

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Fifty-year-old Denise complains of nausea and fatigue, and her doctor notes a sharp decrease in estrogen levels. What is most likely happening to Denise?
  2. thyroid malfunction
  3. menopause
  4. metabolism failure
  5. prediabetes

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 457

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Sex education programs that emphasize contraceptive knowledge result in which of the following?
  2. increased rate at which adolescents engage in sexual intercourse
  3. reduced risk of sexually transmitted infections
  4. reduced risk of adolescent pregnancy, but not as low as students who receive abstinence-only education
  5. increased HIV risk behaviors

Answer: b

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 457

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Lauren is an emerging adult woman who engages in casual sex. She is more likely to experience which of the following?
  2. selectivity in relationships
  3. deep religious beliefs
  4. contentment in daily life
  5. depressive symptoms

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 457

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. A recent large-scale study of American women found that most postmenopausal women reported:
  2. debilitating depression and irritability.
  3. embarrassing hot flashes.
  4. regret that they no longer had their period.
  5. relief that their periods had stopped.

Answer: d

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 458

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. A recent study revealed that menopausal symptoms increased in women who:
  2. smoked cigarettes and drank alcohol.
  3. ate high-sugar content foods.
  4. were currently using oral contraceptives.
  5. all of these

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 458

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. What is the hormonal change that is associated with males in middle adulthood?
  2. slight increase in testosterone
  3. slight decrease in testosterone
  4. slight increase in androgen
  5. marked decrease in androgen

Answer: b

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 458

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Potential negative effects of hormone replacement therapy include which of the following?
  2. increased risk of stroke
  3. increased risk of heart attack
  4. increased risk of diabetes
  5. increased high blood pressure

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 458

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. One likely positive benefit of estrogen therapy in women is that it:
  2. reduces the risk for breast and ovarian cancers.
  3. has protective effects on bone loss and reduces risk for osteoporosis.
  4. has protective effects on verbal and working memory when initiated soon after menopause begins.
  5. has protective effects on verbal and working memory when administered five to ten years following menopause.

Answer: a

Bloom’s Taxonomy: Knowledge

Difficulty Level: Basic

Feedback: 458

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Tony has been diagnosed with sexual dysfunction. His doctor is likely to treat him with:
  2. Rogaine.
  3. Viagra.
  4. cognitive restructuring.
  5. Prozac.

Answer: b

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 459

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Middle-aged, Paul and Abby do not have sex as often as they did when they were younger. This is most likely because they:
  2. have less time for and interest in sex.
  3. are not as healthy as they once were.
  4. do not find each other as attractive as before.
  5. have reduced sexual drives due to hormonal changes.

Answer: a

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 459-460

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. The primary factor that determines whether a woman will have an active sex life during middle age is:
  2. health.
  3. time.
  4. having a spouse.
  5. sexual drive.

Answer: c

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 460

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Mr. Martin is 84 years old and has no major health problems. Sexual function in someone as old as Mr. Martin is:
  2. about the same as it was when he was in his 50s.
  3. possible but hampered by the lower blood pressure of most older adults.
  4. possible but typically hampered by limited circulation in the sexual organs.
  5. possible, although it may be more difficult for Mr. Martin to gain an erection and have an orgasm.

Answer: d

Bloom’s Taxonomy: Application

Difficulty Level: Moderate

Feedback: 460

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. The notion that very old adults have no sex life is:
  2. True. Sexual interest disappears by age 75.
  3. True. Physical changes and impairments prevent intercourse.
  4. Not true. Sexual sensitivity and ability increases with age.
  5. Not true. Sexual ability may decline but is possible throughout the life span.

Answer: d

Bloom’s Taxonomy: Comprehension

Difficulty Level: Basic

Feedback: 460

Learning Goal 5: Summarize how sexuality develops through the life span

 

Essay

 

  1. Define gender, sex, gender role, and gender typing.

Answer:

Gender: characteristics of people as males and females.

Sex: biological aspects of being female or male.

Gender role: expectations that prescribe how females and males should act, think, and feel.

Gender typing: process by which children acquire the thoughts, feelings, and behaviors that are considered appropriate for their gender in a particular culture.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Moderate

Feedback: 424

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Name and explain one type of possible developmental biological sex problem.

Answer:

Androgen insensitivity: A condition in males caused by a lack of androgen receptors, making it impossible for testosterone to affect the cells. If androgen insensitivity is total, XY males develop as females in the sense that their bodies look completely female and they develop a female gender identity.

Pelvic field defect: A condition in which males are missing a penis. Efforts for parents to raise these children as girls were ineffective, pointing to the likelihood that normal prenatal exposure to androgens had a stronger influence on gender identity than being raised as girls.

Congenital adrenal hyperplasia (CAH): A condition in females caused by enlarged adrenal glands producing abnormally high levels of androgens. Although they are XX females, they vary in how much their genitals look like male or female genitals.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 425

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Describe one criticism of the evolutionary psychology view of gender role development.

Answer:

  1. Hypotheses are backed by speculations about prehistory, not evidence.
  2. People are not locked into behavior that was adaptive in the evolutionary past.
  3. This view pays little attention to cultural and individual variations.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 425-426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. How does gender develop according to the social cognitive theory of gender?

Answer:

Children learn maleness and femaleness by observing and imitating masculine and feminine behavior, and through rewards and punishments for what is considered appropriate and inappropriate gender behavior.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 426

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. How does gender develop according to the cognitive developmental theory of gender?

Answer:

Once children think of themselves as boys or girls consistently, children prefer activities, objects, and attitudes consistent with these labels.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 428

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. What is a gender schema, and how does this apply to gender development?

Answer:

A gender schema organizes the world in terms of female and male. Children are internally motivated to perceive the world and to act in accordance with their developing schemas of what is gender-appropriate for their culture.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 428

Learning Goal 1: Explain biological, social, and cognitive influences on gender

 

  1. Discuss expressive and instrumental traits.

Answer:

  1. Expressive traits are associated with females and parallel the traditional feminine role of being the sensitive, nurturing caregiver in the home.
  2. Instrumental traits are associated with males and parallel the traditional masculine role of competent entry into the outside world to gain goods for his family.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 430

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. What two types of aggression tend to be displayed more by girls than boys?

Answer:

  1. Verbal aggression
  2. Relational aggression

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 432-433

Learning Goal 2: Discuss gender stereotypes, similarities, and differences

 

  1. Explain the gender-intensification hypothesis.

Answer:

The gender-intensification hypothesis holds that psychological and behavioral differences between boys and girls become greater during early adolescence because of increased pressures to conform to traditional masculine and feminine gender roles.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 436

Learning Goal 3: Describe the development of gender through the life span

 

  1. Discuss how men and women differ in their communication styles according to Tannen.

Answer:

Men tend to use report talk which involves public speaking. Men learn to use talking as a way of getting and keeping attention, because for them talk is for sharing information. Women tend to use rapport talk, which is used as a way of establishing connections and negotiating relationships. Women enjoy private speaking more than men, and for them talk is for interaction.

Bloom’s Taxonomy: Analysis

Difficulty Level: Difficult

Feedback: 437

Learning Goal 3: Describe the development of gender through the life span

 

  1. List two things Ron Levant suggests for increasing men’s emotional intelligence?

Answer:

Each man should:

  1. Reexamine his beliefs about manhood.
  2. Separate out the valuable aspects of the male role.
  3. Get rid of those parts of the masculine role that are destructive.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 438

Learning Goal 3: Describe the development of gender through the life span

 

  1. Discuss two well-known sexual scripts.

Answer:

Traditional religious: sex is accepted only within marriage. Sex is reserved for reproduction and sometimes affection.

Romantic: sex is synonymous with love. If you fall in love, it is acceptable to have sex with the person whether or not you are married.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 440

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What can safely be said about the nature/nurture debate on sexual orientation?

Answer:

An individual’s sexual orientation is likely determined by a combination of genetic, hormonal, cognitive, and environmental factors.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 441

Learning Goal 3: Describe the development of gender through the life span

 

  1. List five sexually transmitted infections.

Answer:

  1. Gonorrhea
  2. Syphilis
  3. Chlamydia
  4. Genital herpes
  5. HPV
  6. AIDS

Bloom’s Taxonomy: Knowledge

Difficulty Level: Moderate

Feedback: 443-444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. List three ways that AIDS can be transmitted?

Answer:

  1. Sexual contact.
  2. Sharing hypodermic needles.
  3. Blood transfusions.
  4. Direct contact of cuts or mucous membranes with blood and sexual fluids.
  5. Mother-baby transmission.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Moderate

Feedback: 444

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. What are three strategies for protecting against sexually transmitted infections?

Answer:

  1. Abstain from having sex.
  2. Know your partner’s risk status.
  3. Obtain medical examinations.
  4. Have protected, not unprotected, sex.
  5. Don’t have multiple sex partners.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 446-447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. List two strategies that can reduce the risk and/or incidence of date or acquaintance rape.

Answer:

  1. Communicate your expectations clearly.
  2. Know that women and men have the right to set limits that will be respected.
  3. Consider the consequences.
  4. If you use alcohol, do so in moderation.
  5. Report the rape.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 447

Learning Goal 4: Characterize influences on sexuality, the nature of sexual orientation, and some sexual problems

 

  1. List two factors that are negatively correlated with teenage sexual activity and pregnancy.

Answer:

  1. Parental supervision.
  2. Religious involvement.
  3. Parental/family values against premarital sex.
  4. Positive non-parental adult role models.
  5. Peer role models.
  6. Positive future aspirations.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 452

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. List two negative consequences of teen pregnancy.

Answer:

Adolescent pregnancy creates health risks for both the offspring and the mother. Infants born to adolescent mothers have (1) low birthweight, as well as (2) neurological problems and (3) childhood illnesses. (4) Mothers often drop out of school, sometimes continuing the cycle of poverty for themselves and their children.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 454

Learning Goal 5: Summarize how sexuality develops through the life span

 

  1. Briefly discuss the conditions that may occur with menopause.

Answer:

Estrogen production declines, producing uncomfortable symptoms in some menopausal women: “hot flashes,” nausea, fatigue, rapid heartbeat. Depression and irritability also are reported; however, these symptoms are experienced by only a minority of menopausal women. Most postmenopausal women experience relief.

Bloom’s Taxonomy: Comprehension

Difficulty Level: Difficult

Feedback: 457-458

Learning Goal 5: Summarize how sexuality develops through the life span