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Question
Compare and contrast biological theories of aggression with those that are sociocultural.Answer
Answer not provided.Related questions
Q:
Compare and contrast the perspective of an individual in Kohlberg's preconventional level with that of an individual at the postconventional level.
Q:
Imagine you are giving a class presentation on Piaget and Kohlberg. Describe the three dimensions of morality and give examples of each.
Q:
Provide an overview of the impact of biology on the development of altruistic behavior. Include in your essay discussion of Freud, Hoffman, and brain development.
Q:
Describe the studies of Bandura and colleagues, and highlight their significance in explaining the development of aggression in children.
Q:
The _________theory deals with how one comes to behave as a male or female.
Q:
A(n) ___________________situation involves other people's rights or welfare.
Q:
When a child states that the reasons for doing something are to avoid punishment, the child is likely in the _________ stage of morality.
Q:
The passing on of the survival and adaptive characteristics of the species from one generation to the next is known as _________.
Q:
Bem (1981) and others have proposed a framework for how one comes to process information about oneself as a male or female by perceiving and interpreting gender-linked information. This is known as which of the following?
a. Gender schema theory
b. Cognitive developmental theory
c. Social cognitive theory
d. Psychoanalytic theory
Q:
Which of the following influences children's sense of right and wrong?
a. Developmental age
b. Intelligence
c. Need for approval
d. All of these
Q:
Based on research, which would be most likely to foster the development of altruism over the long term?
a. Rewarding altruistic acts with bubble gum
b. Rewarding altruistic acts with praise
c. Rewarding altruistic acts with marbles
d. None of these
Q:
Preschool teachers can help minimize aggression by
a. giving children alternate ways of solving problems.
b. stopping aggression immediately after it happens.
c. setting standards and sticking to them.
d. all of these.
Q:
Describe the differences between intrinsic and extrinsic achievement motivation.
Q:
Significance, power, competence, and virtue are all attributes of _________.
Q:
An explanation for one's performance is termed a(n) _________.
Q:
The process of discovering what is personally worthwhile or desirable in life is known as _________.
Q:
Compared to children with low self-esteem, children with high self-esteem are more likely to
a. be successful in school.
b. conform.
c. be younger.
d. all of these.
Q:
Which of the following is not one of Coopersmith's four criteria upon which self-esteem develops?
a. Significance
b. Wealth
c. Competence
d. Virtue
Q:
When one attributes responsibility inside the self, locus of control is considered which of the following?
a. Internal
b. External
c. Achieved
d. Selfless
Q:
When children heard an interesting story about a sympathetic and resourceful African-American child, the aim was to provide them with
a. vicarious intercultural contact.
b. increased positive intercultural contact.
c. exposure to books in general.
d. perceptual differentiation.
Q:
Which of the following can influence the formation of attitudes?
a. Peers
b. Television and movies
c. Books
d. All of these
Q:
Children identify most with models who are
a. weak.
b. powerful and admirable.
c. distant and unknown.
d. absent.
Q:
The awareness that cultural differences exist is which phase in the development of cultural attitudes?
a. Phase I
b. Phase I
c. Phase III
d. Phase V
Q:
The development of attitudes is influenced by
a. age.
b. cognitive development.
c. social experiences.
d. all of these.
Q:
The Bill of Rights is an example of a
a. personal value.
b. character trait.
c. societal value.
d. stereotype.
Q:
_________ refers to a sense of apathy that develops when people perceive that they have no control over events.
Q:
Which of the following is an example of an ongoing children's advocacy group?
a. Child Welfare League of American (CWLA)
b. Boys and Girls Club
c. YMCA
d. Child Protective Services
Q:
The Women, Infants, and Children program provides
a. federal funds for the purchase of vaccines.
b. nutritious food to low-income and lactating women and children under age 4 who are at nutritional risk.
c. matching money that states can use to fund medical services for low-income individuals.
d. money to fund the transition from foster care to adoption.
Q:
What percentage of children is not covered by any health insurance program?
a. 3%
b. 5%
c. 12%
d. 50%
Q:
Sarah lives with her mother in a homeless shelter. A possible risk for Sarah is
a. depression.
b. sleep disorders.
c. short attention span.
d. all of these.