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order\n978-0134114170\nCHAPTER 3: Culture and the Individual\nMultiple Choice
Questions\n1. Which early-20th-century anthropologist studied Samoan adolescents,
calling into question the assumption that adolescent psychological development was
similar everywhere?\nA) Margaret Mead\nB) Bronislaw Malinowski\nC) Claude Levi-
Strauss\nD) Louis Leakey\nQuestion Title: TB_03_01_The Universality of Psychological
Development_Remember_3.1\nAnswer: A\nLearning Objective: 3.1 Describe universals in
human psychological development.\nTopic: The Universality of Psychological
Development\nSkill Level: Remember the Facts\nDifficulty Level: 2-Moderate\n2. What
is Piaget's first stage of development?\nA) sensorimotor\nB) formal operational\nC)
concrete operational\nD) sensorioperational\nQuestion Title: TB_03_02_The
Universality of Psychological Development_Remember_3.1\nAnswer: A\nLearning
Objective: 3.1 Describe universals in human psychological development.\nTopic: The
Universality of Psychological Development\nSkill Level: Remember the
Facts\nDifficulty Level: 1-Easy\n3. Which anthropological term may be used in place
of socialization?\nA) enculturation\nB) assimilation\nC) diffusion\nD)
education\nQuestion Title: TB_03_03_The Anthropology of
Childhood_Remember_3.2\nAnswer: A\nLearning Objective: 3.2 Discuss anthropological
findings regarding childhood.\nTopic: The Anthropology of Childhood\nSkill Level:
Remember the Facts\nDifficulty Level: 1-Easy\n4. Culturally patterned ideas about
what kind of children parents want to raise and how they should treat their children
are called __________.\nA) ethnotheories\nB) hypotheses\nC) ideologies\nD)
philosophies\nQuestion Title: TB_03_04_The Anthropology of
Childhood_Remember_3.2\nAnswer: A\nLearning Objective: 3.2 Discuss anthropological
findings regarding childhood.\nTopic: The Anthropology of Childhood\nSkill Level:
Remember the Facts\nDifficulty Level: 1-Easy\n5. Which societies tend to show more
warmth and affection toward their children?\nA) foraging\nB) pastoral\nC)
horticultural\nD) market economies\nQuestion Title: TB_03_05_Cross-Cultural Variation
 in Childrearing_Remember_3.3\nAnswer: A\nLearning Objective: 3.3 Describe cross-
cultural variations in childrearing and their implications for behavior and
psychological development.\nTopic: Cross-Cultural Variation in Childrearing\nSkill
Level: Remember the Facts\nDifficulty Level: 1-Easy\n6. What does Beatrice Whiting
describe as one of the most powerful socializing influences on children?\nA) their
setting and the people within it\nB) television, movies, and the Internet\nC) diet,
health, and activity levels\nD) family structure and history\nQuestion Title:
TB_03_6_Cross-Cultural Variation in Childrearing_Remember_3.3\nAnswer: A\nLearning
Objective: 3.3 Describe cross-cultural variations in childrearing and their
implications for behavior and psychological development.\nTopic: Cross-Cultural
Variation in Childrearing\nSkill Level: Remember the Facts\nDifficulty Level:
2-Moderate\n7. Cross-cultural studies have shown that both cognitive abilities among
children and their ability to think abstractly are influenced by how much __________
they receive.\nA) schooling\nB) breast milk\nC) nurturing\nD) protein\nQuestion
Title: TB_03_07_Cross-Cultural Variation in Childrearing_Remember_3.3\nAnswer:
A\nLearning Objective: 3.3 Describe cross-cultural variations in childrearing and
their implications for behavior and psychological development.\nTopic: Cross-Cultural
Variation in Childrearing\nSkill Level: Remember the Facts\nDifficulty Level:
1-Easy\n8. The Japanese concept of self is often described as __________.\nA)
relational\nB) individualistic\nC) neighborly\nD) egocentric\nQuestion Title:
TB_03_08_Psychological Variation in Adulthood_Remember_3.4\nAnswer: A\nLearning
Objective: 3.4 Explain psychological variability in adults.\nTopic: Psychological
Variation in Adulthood\nSkill Level: Remember the Facts\nDifficulty Level:
2-Moderate\n9. The traditional Inuit concept of inummarik, or â■■a genuine person,â■■
includes a lifelong process of __________.\nA) ecological involvement\nB) family
commitment\nC) educational achievement\nD) financial security\nQuestion Title:
TB_03_09_Psychological Variation in Adulthood_Remember_3.4\nAnswer: A\nLearning
Objective: 3.4 Explain psychological variability in adults.\nTopic: Psychological
Variation in Adulthood\nSkill Level: Remember the Facts\nDifficulty Level:
2-Moderate\n10. The idea that an understanding of personality might help us explain
connections between primary and secondary institutions is called __________.\nA)
personality integration of culture\nB) personality and social integration\nC)
personal-cultural synchrony\nD) personal-social connection\nQuestion Title:
TB_03_10_Psychological Explanations of Cultural Variation_Remember_3.5\nAnswer:
A\nLearning Objective: 3.5 Discuss psychological explanations of cultural
variation.\nTopic: Psychological Explanations of Cultural Variation\nSkill Level:
Remember the Facts\nDifficulty Level: 2-Moderate\n11. In projective tests, subjects
are given stimuli that are purposely __________.\nA) ambiguous\nB) incorrect\nC)
impossible\nD) humorous\nQuestion Title: TB_03_11_Psychological Explanations of
Cultural Variation_Remember_3.5\nAnswer: A\nLearning Objective: 3.5 Discuss
psychological explanations of cultural variation.\nTopic: Psychological Explanations
of Cultural Variation\nSkill Level: Remember the Facts\nDifficulty Level: 1-Easy\n12.
Ethnographers are focusing more explicitly now on the importance of the individual
in bringing about change. This is called individual __________.\nA) agency\nB)
variation\nC) socialization\nD) independence\nQuestion Title: TB_03_12_Individuals as
Agents of Cultural Change_Remember_3.6\nAnswer: A\nLearning Objective: 3.6 Discuss
and give examples of individuals as agents of social change.\nTopic: Individuals as
Agents of Cultural Change\nSkill Level: Remember the Facts\nDifficulty Level:
1-Easy\n13. Why did 20th-century anthropologists become interested in psychology?\nA)
They did not believe that human nature was completely revealed in Western
societies.\nB) Psychology was just becoming popular as an academic discipline.\nC)
Greater contact with other cultures was showing a surprising variety of psychological
patterns.\nD) They were trying to distance themselves from sociologists by focusing
more on the individual.\nQuestion Title: TB_03_13_The Universality of Psychological
Development_Understand_3.1\nAnswer: A\nLearning Objective: 3.1 Describe universals in
human psychological development.\nTopic: The Universality of Psychological
Development\nSkill Level: Understand the Concepts\nDifficulty Level: 2-Moderate\n14.
Why do anthropologists question results given by cross-cultural psychologists that
indicate psychological development is delayed in many non-Western societies?\nA) The
tests used are developed in the West using testing materials often unfamiliar to
other cultures.\nB) Cross-cultural psychology is basically flawed in its ability to
measure differences.\nC) Concepts such as conservation and formal operational
thinking are not known in other cultures.\nD) Cross-cultural psychology is a new, and
therefore untested, field.\nQuestion Title: TB_03_14_The Universality of
Psychological Development_Understand_3.1\nAnswer: A\nLearning Objective: 3.1 Describe
universals in human psychological development.\nTopic: The Universality of
Psychological Development\nSkill Level: Understand the Concepts\nDifficulty Level:
3-Difficult\n15. In his research on psychological development in the Tiv, Douglass
Price-Williams found that __________.\nA) there was no difference between Tiv and
European children in understanding of conservation of earth, nuts, and numbers\nB)
even with natively familiar test materials, Tiv children never reached an
understanding of conservation to match the European children\nC) the Tiv children had
a stronger understanding of conservation than European children when tested with
earth, nuts, and numbers\nD) the Tiv children reached an understanding of
conservation at an earlier age than European children, regardless of the testing
method\nQuestion Title: TB_03_15_The Universality of Psychological
Development_Understand_3.1\nAnswer: A\nLearning Objective: 3.1 Describe universals in
human psychological development.\nTopic: The Universality of Psychological
Development\nSkill Level: Understand the Concepts\nDifficulty Level: 2-Moderate\n16.
Humans are unusual among mammals in our __________.\nA) long post-reproductive life
span for females\nB) close connections between mothers and their infants\nC) high
lifetime reproductive rates in males\nD) tendency to live in social groups of
unrelated adults\nQuestion Title: TB_03_16_The Anthropology of
Childhood_Understand_3.2\nAnswer: A\nLearning Objective: 3.2 Discuss anthropological
findings regarding childhood.\nTopic: The Anthropology of Childhood\nSkill Level:
Understand the Concepts\nDifficulty Level: 2-Moderate\n17. What did a study of single
mothers in California find about the consistency of parenting conventions?\nA) So-
called â■■unconventionalâ■■ parents did not differ that much from the more
â■■conventionalâ■■ ones.\nB) Single mothers were more likely to see themselves as
â■■unconventionalâ■■ parents.\nC) Single mothers were more likely to follow
traditional childrearing methods.\nD) â■■Unconventionalâ■■ parents used methods that
were very divergent from the general cultural pattern.\nQuestion Title: TB_03_17_The
Anthropology of Childhood_Understand_3.2\nAnswer: A\nLearning Objective: 3.2 Discuss
anthropological findings regarding childhood.

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