TEST BANK FOR CLARKE-STEWART & PARKE SOCIAL DEVELOPMENT

CHAPTER 11. MORALITY: KNOWING RIGHT, DOING GOOD

Note: the highlighted items are included in the practice exam questions provided for students
in the Student Resources available at www.wiley.com/college/clarke.

Page numbers in the text are indicated in parentheses () at the end of each multiple choice,
true/false, and short answer test item. Correct answers are indicated with asterisks (*).

MULTIPLE CHOICE QUESTIONS

1. Piaget’s first phase of moral development in which children show little concern for rules is
termed: (a) moral absolutism (b) moral realism (c) *premoral stage (d) preconventional moral
stage (330)

2. Piaget’s second phase of moral development in which children show great respect for rules
and apply them inflexibly is known as: (a) moral absolutism (b) *moral realism (c) premoral
stage (d) preconventional moral stage (330)

3. Rigid application of rules to all individuals regardless of their culture or circumstance is: (a)
*moral absolutism (b) moral realism (c) premoral stage (d) preconventional moral stage (330)

4. The notion that deviation from rules will inevitably result in punishment or retribution is: (a)
moral absolutism (b) moral realism (c) just-world perspective (d) *immanent justice (330)

5. The knowledge children develop about ethical rules and their judgments about the goodness or
badness of certain acts involves the _______ component of morality: (a) emotional (b)
behavioral (c) evaluative (d) *cognitive (329)

6. The actions children express in situations that require ethical decisions involve the _______
component of morality: (a) emotional (b) *behavioral (c) participatory (d) cognitive (329)

7. The feelings children have about their ‘good’ and ‘bad’ behaviors involve the _______
component of morality: (a) *emotional (b) behavioral (c) affective (d) cognitive (329)

8. Piaget’s third phase of moral development in which children recognize that rules can be
questioned and altered, consider the feelings and views of others, and believe in equal justice for
all: (a) moral absolutism (b) moral realism (c) premoral stage (d) *moral reciprocity (330)

9. Piaget’s moral realism phase begins at about: (a) 4 years of age (b) *5 years of age (c) 7 years
of age (d) 11 years of age (330)
10. Piaget’s moral reciprocity phase begins at about: (a) 4 years of age (b) 5 years of age (c) 7
years of age (d) *11 years of age (330)

11. At which of Piaget’s stages of moral development are children able to take into account the
feelings and viewpoint of others? (a) moral absolutism (b) moral realism (c) premoral stage (d)
*moral reciprocity (330)

12. Which of the following is a reason Piaget underestimated children’s moral capacities: (a)
Piaget only studied Swiss children (b) Piaget only studied his own children (c) *Piaget only gave
children brief outlines of moral situations (d) Piaget acted out his situations instead of reading
them (331)

13. Which of the following research strategies showed that Piaget’s estimates of children’s moral
reasoning were wrong? (a) *researchers clearly separated actors’ actions from the outcomes of
those actions (b) researchers read children stories about the moral situations instead of requiring
the children to read them themselves (c) researchers adapted the moral scenarios to incorporate
situations more familiar to the children (d) researchers used a force-choice answer strategy
instead of allowing the children to provide open-ended answers (331)

14. According to Kohlberg, the phase of moral development in which justification for behavior is
based on the desire to avoid punishment and gain rewards is: (a) postconventional (b) semi-
conventional (c) conventional (d) *preconventional (331)

15. According to Kohlberg, the phase of moral development in which moral judgment is based
on the motive to conform, either to get approval from others or to follow society’s rules and
conventions is: (a) postconventional (b) semi-conventional (c) *conventional (d) preconventional
(331)

16. According to Kohlberg, the phase of moral development in which moral judgment is
controlled by an internalized ethical code that is relatively independent of the approval or
disapproval of others is: (a) *postconventional (b) semi-conventional (c) conventional (d)
preconventional (331)

17. According to Kohlberg: (a) *there is a fixed sequence of six stages in moral development (b)
once attaining a level, a person can still regress (c) everyone eventually reaches the highest level
(d) the stages occur at about the same ages for everyone (333)

18. During which of Kohlberg’s stages is the intent to avoid self-condemnation rather than to
avoid others’ criticism important? (a) authority and morality (b) morality of contract (c)
*morality of individual principles and conscience (d) naïve hedonistic (332)

19. During which of Kohlberg’s stages is the morality of an act defined by its physical
consequences: (a) authority and morality (b) morality of contract (c) *obedience and punishment
orientation (d) naïve hedonistic (332)
20. Of the children Kohlberg included in his longitudinal study, most attained which stage of
moral development? (a) *authority and morality (b) morality of contract (c) obedience and
punishment (d) naïve hedonistic (333)

21. Which of Kohlberg’s stages is more common in middle adulthood? (a) *good boy/girl
morality (b) morality of contract (c) morality of individual principles and conscience (d) naïve
hedonistic (333)

22. Which of these people served as a model for Kohlberg’s highest level of moral development?
(a) Confucius (b) Jesus (c) Immanuel Kant (d) *Abraham Lincoln (333)

23. Which of the following is not an accurate finding from research testing Kohlberg’s levels of
moral development? (a) *people prefer less advanced moral reasoning (b) shifting a person’s
moral judgment to a higher stage is easier than shifting it to a lower stage (c) people proceed
through stages 3 and 4 in an invariant fashion (d) stages 5 and 6 have less clear support in part
because few people reach those stages (333)

24. Which of the following is an accurate finding from the research testing Kohlberg’s levels of
moral development: (a) people in Taiwan and Israel explain their answers to moral dilemmas by
pointing to personal standards (b) people in India downplay in their reasoning the maintenance of
personal purity (c) *people in different cultures go through the stages in the same order (d) many
people in other cultures skip a stage or regress to a lower stage (334)

25. Which of the following is not an accurate finding from the research inspired by Gilligan’s
critique of Kohlberg’s stages of moral development: (a) there is some support for a gender-linked
moral orientation when answering questions about real-life moral issues (b) there is no support
for a gender-linked moral orientation when answering questions about hypothetical moral
dilemmas (c) regardless of gender, different parts of the brain are involved in decision making
about issues of justice and caring (d) *when children are put in situations that force a choice
between caring for a person and being fair, boys always chose to be fair instead of caring (334)

26. Which of the following is an argument made by critics of Kohlberg’s stages of moral
development: (a) a person applies the same level of moral reasoning to all moral issues (b)
saying that people move in and out of moral orders is misguided (c) young children who
consistently make stage 1 moral judgments do so not because they lack other structures of moral
reasoning (d) *different contexts pull for different forms of moral issues (335)

27. Which of the following is an argument made by critics of Kohlberg’s stages based on
research on civil rights: (a) as children mature, their appreciation of the freedoms we take for
granted decreases (b) in adulthood, people’s support for civil rights relates only to their moral
reasoning, not their political attitudes (c) the rationales children use to justify civil rights remain
constant with age (d) *judgments about civil rights change when competing moral issues are
involved (335)

28. Cross-cultural research on moral reasoning shows that: (a) people in India are about as likely
as Americans to chose interpersonal responses (b) the more serious the violation, the more likely
are Indian participants to switch to an interpersonal response (c) Indian respondents tended to
describe interpersonal responses as personal choices unless the situation was life-threatening (d)
*Indians tend to view helping others in moral terms no matter how minor the issue (336-337)

29. An area of judgment focused on social expectations, norms, and regularities that help
facilitate functioning in society is: (a) the moral domain (b) *the social conventional domain (c)
the personal choice domain (d) the psychological domain (337)

30. The rightness or wrongness of addressing a teacher by his or her first name would be an
example from the: (a) moral domain (b) *social conventional domain (c) personal choice domain
(d) psychological domain (337)

31. Children can distinguish between moral and social-conventional rules by: (a)* 3 years of age
(b) 5 years of age (c) 7 years of age (d) 10 years of age (337)

32. An area of judgment focused on beliefs and knowledge of self and others is the: (a) moral
domain (b) social conventional domain (c) personal choice domain (d) *psychological domain
(338)

33. The rightness or wrongness of a person’s believing that the way to be a good friend is to
withhold unpleasant information is an example from the: (a) moral domain (b) social
conventional domain (c) personal choice domain (d) *psychological domain (338)

34. Issues from the psychological domain that have immediate and negative consequences for the
self are: (a) psychological (b) *prudential (c) personal (d) localized (338)

35. Issues from the psychological domain that affect only the self and do not have immediate
negative consequences are: (a) psychological (b) prudential (c) *personal (d) localized (338)

36. Which of the following is accurate regarding children’s reasoning about prudential and
personal issues? (a) children are relatively less open-minded about personal issues (b) prudential
issues are a relatively more important part of how children define themselves (c) children
increasingly appeal to prudential issues as they disagree with their parents (d) *in China children
distinguish more between personal choices and moral rules as they mature (338)

37. Milgram’s experiments on obedience provide an example of: (a) *individuals subordinating
moral judgment to social-conventional judgment (b) individuals subordinating moral judgment to
psychological judgment (c) individuals subordinating psychological judgment to social-
conventional judgment (d) individuals subordinating social-conventional judgment to
psychological judgment (339)

38. People are most likely to view abortion as acceptable if their primary concern is: (a) whether
or not killing a fetus is murder (a moral issue) (b) whether or not is it physically risky to have the
surgery (a prudential issue) (c) whether or not it might negatively affect others involved
(psychological) (d) *whether or not women have the right to control their own reproductive
health (a personal issue) (339)
39. Children who justify excluding others from play because of their race by saying “it’s what’s
always been done” appeal to: (a) *conventional reasoning (b) prudential reasoning (c)
psychological reasoning (d) personal reasoning (339)

40. Children who justify excluding others from play because of their gender by saying “it is up to
us to decide how we play our game” are providing: (a) a conventional reason (b) a prudential
reason (c) a psychological reason (d) *a personal reason (339)

41. Children begin to understand right and wrong as early as: (a) 8 months (b) 12 months (c) *16
months (d) 24 months (339)

42. Which of the following is accurate regarding domain-appropriate responses to

transgressions? (a) domain-appropriate responses to moral transgressions focus on the disorder
they create (b) domain-appropriate responses to conventional transgressions focus on the harm or
injury they create (c) domain-appropriate responses to moral transgressions focus on the
preferences and beliefs of others (d) *domain-appropriate responses to conventional
transgressions focus on the disorder they create (339)

43. Children’s moral judgments are most effectively advanced if their parents: (a) *use
disciplinary techniques that involve reasoning and explanation (b) express affection freely (c)
avoid harshness when disciplining (d) praise children for making moral decisions (339)

44. Which of the following does not accurately represent children’s thinking about domain
appropriateness of adults’ messages about moral behavior: (a) *moral messages can generally be
given independent of the child’s developmental level if they are domain appropriate (b) children
view teachers’ authority as limited to rules at school (c) children evaluate adults’ messages in
terms of their domain appropriateness (d) children reject messages that are domain inappropriate
(340)

45. Adults’ explanations that are slightly more sophisticated than the children’s current level of
understanding: (a) frustrate children (b) disrupt children’s moral understanding (c) are not
understood (d) *are generally given by authoritative parents (340)

46. Adolescents are generally less likely to accept their parents’ regulation of: (a) moral matters
(b) prudential matters (c) *personal matters (d) social-conventional matters (340)

47. Conflicts between parents and adolescents are most intense when they mix: (a) moral and
social-conventional matters (b) prudential and personal matters (c) *personal and social-
conventional matters (d) prudential and moral matters (340)

48. Which of the following is accurate regarding parenting style and treatment of moral domains:
(a) authoritarian parents are more likely to treat all issues as personal (b) neglectful parents are
likely to treat prudential matters as social-conventional matters (c) authoritative parents treat
conventional matters as moral transgressions (d) *authoritative parents are more likely than
authoritarian or permissive parents to establish clear boundaries between domains (340)
49. Two- and three-year-olds who experienced significant sibling rivalry had __________ when
they were 5 or 6 years old than did children whose relationship with their sibling was warm and
affectionate: (a) less knowledge of how to hurt other people (b) a more mature moral orientation
(c) *a less mature moral orientation (d) less capacity to react emotionally (341)

50. Which of the following has been shown in cross-cultural research on moral domains: (a)
children from other countries do not always distinguish among the three domains (b) the content
of social conventions is constant across cultures (c) the content of personal issues is constant
across cultures (d) *children judge violations in the moral domain as most serious (341)

51. The ability to use strategies and plans to control one’s behavior in the absence of external
surveillance including inhibiting inappropriate behavior and delaying gratification is: (a) *self-
regulation (b) self-mastery (c) integrity (d) self-control (342)

52. Putting off until a later time possessing or doing something that gives one immediate
pleasure is referred to as: (a) self-control (b) self-mastery (c) moral judgment (d) *delay of
gratification (342)

53. Which of the following is accurate regarding the link between moral judgments and moral
actions: (a) children’s moral judgments and moral behavior are usually related (b) children’s
behavior is rarely impulsive (c) children’s behavior is usually guided by rational and deliberate
thought (d) *linking moral judgments to moral actions requires consideration of the person’s
classification of the issue as a moral one (342)

54. Internalized values and standards of moral behavior are referred to as: (a) ethical cognitive
schemas (b) internalized morality (c) *conscience (d) code of conduct (343)

55. The process by which children acquire the rules and standards of behavior laid down by
others in their culture and adopt them as their own is: (a) inculcation (b) *internalization (c)
socialization (d) assimilation (343)

56. People seeking to justify their own immoral behavior to themselves would be unlikely to: (a)
reframe a moral issue as a social-conventional issue (b) reframe a moral issue as a prudential
issue (c) *reframe a prudential issue as a personal issue (d) reframe a moral issue as a personal
issue (344)

57. The cognitive-developmental perspective on morality assumes all of the following except: (a)
moral reasoning progresses through an invariant sequence of stages (b) moral development
depends very heavily on cognitive development (c) each moral stage evolves from and replaces
the stage before it (d) *bright children can be trained to skip one or more stages of moral
reasoning (333-334)

58. Which of the following is accurate regarding children’s moral behavior? (a) *children’s
moral behavior is affected by the importance of the outcome for the child (b) children are
inconsistent in their moral behavior (c) children’s moral behavior is not affected by fear of
detection (d) children’s moral behavior is not affected by peer support for the behavior (344-345)

59. Which of the following was shown by research on children’s lying? (a) only about half of all
children lie (b) the rate of lying among children remains constant over time (c) there is no
observed gender difference in lying (d) *4-year-olds lie about once every 2 hours (345-346)

60. Children are more likely to lie: (a) *when they are seeking to gain control over another
person’s behavior (b) if they are female (c) if they are second born (d) if their parents are
authoritarian (345-346)

61. The feeling of sorrow or concern for a distressed or needy person is: (a) compassion (b)
empathy (c) *sympathy (d) benevolence (347)

62. Which of the following is accurate regarding parents’ emotional displays? (a) insufficient
emotional arousal by parents leads children to self-oriented emotions like fear or sadness instead
of other-oriented reactions like sympathy (b) when mothers respond to their children’s moral
transgressions with neutral affect, their children are more likely to make reparations than when
the mother expresses intense negative affect (c) too much parental anger is like to heighten
children’s focus on feelings (d) *too much parental anger is negatively arousing for children
(347)

63. Moral feelings (like guilt) are not related to moral behavior until: (a) *4 years of age (b) 5
years of age (c) 6 years of age (d) 2 years of age (348)

64. Which of the following is accurate regarding correlates of guilt? (a) anticipation of guilt does
not serve as a deterrent for subsequent misbehavior or rule violation (b) children who show early
signs of guilt are not more concerned about rules (c) *children who show early signs of guilt are
more committed to rule-compatible behavior (d) children who show early signs of guilt are not
more morally concerned in general (348)

65. Conduct designed to help or benefit other people is referred to as: (a) courtesy (b) *prosocial
behavior (c) altruistic behavior (d) other-oriented behavior (351)

66. Intrinsically motivated conduct intended to help others without expectations or

acknowledgement or reward is referred to as: (a) courtesy (b) prosocial behavior (c) *altruistic
behavior (d) other-oriented behavior (351)

67. Thinking and making judgments about prosocial issues is referred to as: (a) hedonistic
reasoning (b) empathic reasoning (c) needs-oriented reasoning (d) *prosocial reasoning (352)

68. Making a decision to perform a prosocial act on the basis of expecting material reward ia: (a)
*hedonistic (b) empathic (c) needs-oriented (d) prosocial (352)
69. Prosocial judgments in which children express concern for others’ needs although their own
needs may conflict with them involve: (a) internalized reasoning (b) empathic reasoning (c)
*needs-oriented reasoning (d) prosocial reasoning (353)

70. An advanced type of prosocial reasoning involving sympathetic responding, self-reflective

role taking, and guilt or positive affect related to the consequences of one’s actions is: (a)
hedonistic reasoning (b) *empathic reasoning (c) needs-oriented reasoning (d) prosocial
reasoning (353)

71. The most advanced type of prosocial reasoning in which justifications for helping are based
on the importance of maintaining societal obligations or treating all people as equal has been
labeled: (a) *internalized reasoning (b) empathic reasoning (c) needs-oriented reasoning (d)
prosocial reasoning (353)

72. Which of the following is accurate regarding gender differences in prosocial behavior? (a) in
situations such as organ donation, women are more prosocial than men (b) *gender differences in
prosocial behavior depend on the particular action (c) girls are especially more likely than boys
to engage in instrumental helping, comforting, and sharing (d) girls are more likely to be
prosocial in anonymous situations (353)

73. Gender differences in prosocial behavior are smallest when reported by: (a) peers (b) family
members (c) self-reports (d) *observers (353)

74. Which of the following is accurate regarding the role of genes in prosocial behavior: (a)
identical twins are less alike in their prosocial behavior than fraternal twins (b) children who
have Williams syndrome are less empathic and prosocial than normal children (c) the genetic
influence on prosocial behavior is considerable in childhood and decreases gradually through
adolescence (d) *more than 25 genes have been associated with a single prosocial behavior (354)

75. Which of the following is accurate regarding the biological basis of prosocial behavior: (a)
empathy is unrelated to localized brain damage (b) *specific brain regions are activated when
people behave prosocially (c) empathic concern has not yet been linked with the activation of
mirror neurons (d) none of the above (354)

76. Which of the following is accurate regarding the environmental basis of prosocial behavior:
(a) in laboratory experiments, children who see people donate or share with others are likely to
do the same (b) children whose parents model prosocial behavior by being warm, supportive, and
positive to them are more prosocial and altruistic (c) children whose parents model prosocial
behavior by being volunteering in the community are more prosocial and altruistic (d) *all of the
above (355)

77. Mothers are most successful at encouraging children to respond prosocially if they: (a) teach
them using angry explanations (b) teach them using physical restraint (c) *point out a peer’s
distress in an affectively charged manner (d) all of the above (355)
78. Children behave more prosocially if their parents: (a) tolerate the children’s emotional
distress rather than punishing them for it (b) try to find out why the children are feeling anxious
or upset (c) explain their own feelings of sadness to the children (d) *all of the above (355)

79. Children behave more prosocially if their parents: (a) give them the opportunity to perform
prosocial acts inside the house (b) give them the opportunity to perform prosocial acts outside
the house, like volunteering (c) *both a and b (d) neither a nor b (355)

80. Children behave more prosocially if: (a) they have good perspective-taking ability (b) they
have good perspective-taking ability combined with motivation (c) they have good perspective-
taking ability combined with social assertiveness (d) *b and c (356)

81. Infants prefer others who show helpful actions over those who are unhelpful: (a) by 6 months
of age (b) only girls show this preference (c) *by 3 months of age (d) only in the second year of
life (351)

TRUE/FALSE QUESTIONS

1. T/F: Unlike Piaget, Kohlberg believed that children’s cognitive capacities determine their level
of moral reasoning (false) (331)

2. T/F: Both Piaget and Kohlberg believed that moral development builds on concepts grasped in
the preceding stage (true) (330-332)

3. T/F: Both Piaget and Kohlberg assessed a child’s moral development by having them respond
to stories that require a moral judgment (true) (330-332)

4. T/F: Both Piaget and Kohlberg believed their stages of moral reasoning were universal across
cultures (true) (330-332)

5. T/F: More than 80 percent of Hindu children and adults in India endorse interpersonal
considerations in judging moral dilemmas, whereas only about one third of children and adults in
the U.S. do (true) (336-337)

6. T/F: In the psychological domain, individual choices are acceptable (true) (338)

7. T/F: Most of the research on social domains has examined how children evaluate multiple
domains simultaneously (false) (338)

8. T/F: Mothers tend to allow their children much more choice and freedom regarding moral
choices than social-conventional ones (false) (340)

9. T/F: The link between parental control and adolescent adjustment does not vary with age
(false) (340)
10. T/F: Many people reframe moral issues as social conventional or personal to avoid guilt for
intentionally choosing immoral behavior (true) (342)

11. T/F: The degree to which a child has a well-developed conscience does not predict their
behavior as an adult (false) (343)

12. T/F: Children with uninhibited temperaments develop feelings of guilt even if their parents
fail to provide consistent discipline (false) (343)

13. T/F: Shame appears to serve the same inhibitory function as guilt (false) (347)

14. Parents attribute girls’ prosocial behavior to socialization and boys’ prosocial behavior to
inborn tendencies (false) (354)

15. T/F: Parents stress the importance of prosocial behavior more for sons than for daughters
(false) (355)

16. T/F: Genetic factors contribute to prosocial reasoning in children more than in adolescents
and adults (false) (354)

17. T/F: Another person’s distress makes children with more highly inhibited temperaments less
upset than children with less inhibited temperaments (false) (354-355)

18. T/F: Having prosocial friends increases a child’s prosocial behavior (true) (356)

19. T/F: Children who watch prosocial TV programs benefit regardless of whether their parents
watch the programs with them (false) (356)

20. T/F: Children who perform more domestic chores and spend more time caring for their infant
brothers, sisters, and cousins are more altruistic (true) (355)

21. T/F: Children begin to understand right and wrong as early as 18 months of age (true) (339)

22. T/F: As early as 3 months of age, infants who watched a puppet show preferred a helpful
puppet over an unhelpful puppet (true) (351)

SHORT-ANSWER QUESTIONS

1. What are Kohlberg’s 6 stages of moral development? (331-332)

2. Altruism and prosocial behavior are social constructs. What factors would lead you to define
an act as altruistic or prosocial? (351)

3. Define the differences between the moral domain and the social conventional domain (337)

4. List 3 issues that are part of the psychological domain of social knowledge (338)
5. Name and describe the 3 stages of the development of self regulation (342)

6. Describe 3 facts about children’s lies (345-346)

7. List 3 ways that parents contribute to the development of children’s moral emotions (347-348)

8. Describe 4 ways in which adolescents are not fully capable of standing trial (349-350)

9. What are the stages of prosocial reasoning? (353)

10. Briefly discuss gender differences in children’s prosocial behavior (353-354)

11. Describe 3 ways in which biology influences the development of prosocial behavior (354-
355)

12. Is there a role for empathy in the development of children’s prosocial behavior? (356-357)

13. List 3 ways that parents influence children’s prosocial behavior (355)

14. How do peers influence children’s prosocial responding? (356)

15. Briefly describe the role of culture in prosocial development (356)

16. “Prosocial understanding begins in infancy.” Discuss. (351)

ESSAY QUESTIONS

1. Discuss the current status of Kohlberg’s theory of moral development

2. If you want to raise a child with a strong conscience what individual attributes would you look
for and what parenting practices would you recommend?

3. Discuss the role of a domain specific approach to the study of moral development

4. What is the role of culture in moral development?

5. Emotions play a central role in moral development. Discuss.

6. Prosocial behavior is highly valued by all societies. How does the socialization of prosocial
behavior vary across cultures?

7. Describe the links between moral judgment and moral behavior in childhood.

8. Describe the development of self control and its role in social development.
9. What is the role of emotion and temperament in the development of prosocial behavior?

10. Discuss the role of biology in the development of prosocial behavior.