Download Adolescence 16th Edition Santrock Test Bank all chapters

Adolescence 16th Edition Santrock
Test Bank
Go to download the full and correct content document:
https://testbankfan.com/product/adolescence-16th-edition-santrock-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Adolescence 15th Edition Santrock Test Bank
https://testbankfan.com/product/adolescence-15th-edition-
santrock-test-bank/
Life Span Development 16th Edition Santrock Test Bank
https://testbankfan.com/product/life-span-development-16th-
edition-santrock-test-bank/
Life Span Development 16th Edition Santrock Solutions

Manual
https://testbankfan.com/product/life-span-development-16th-
edition-santrock-solutions-manual/
Adolescence 11th Edition Steinberg Test Bank
steinberg-test-bank/
Adolescence 10th Edition Steinberg Test Bank
steinberg-test-bank/
Children 13th Edition Santrock Test Bank
https://testbankfan.com/product/children-13th-edition-santrock-
test-bank/
Children 12th Edition Santrock Test Bank
https://testbankfan.com/product/children-12th-edition-santrock-
test-bank/
Adolescence Canadian 1st Edition McMahan Test Bank
https://testbankfan.com/product/adolescence-canadian-1st-edition-
mcmahan-test-bank/
Development Infancy Through Adolescence 1st Edition

Steinberg Test Bank
https://testbankfan.com/product/development-infancy-through-
adolescence-1st-edition-steinberg-test-bank/
Chapter 07
Moral Development, Values, and Religion
1. Moral development includes moral
A. thought.
B. feelings.
C. behavior.
D. All of these choices are correct.
Accessibility: Keyboard Navigation
APA: 1.2 Develop a working knowledge of psychology’s content domains
Bloom's Taxonomy: Remember
Difficulty: Basic
Learning Goal: 1
2. The theorist who developed a major stage theory of moral development is

A. Lawrence Kohlberg.
B. John Money.
C. Timothy Malone.
D. Susan Cloninger.
APA: 1.1 Describe key concepts, principles, and overarching themes in psychology
Difficulty: Basic
Learning Goal: 1
3. The key concept in understanding Kohlberg's theory of moral development is

A. externalization.
B. internalization.
C. individualism.
D. collectivism.
Bloom's Taxonomy: Understand
Difficulty: Moderate
Learning Goal: 1
4. The two stages of Kohlberg's preconventional reasoning level are individualism, instrumental purpose, and exchange, and
A. punishment and obedience orientation.
B. social systems morality.
C. social contract morality.
D. None of these choices are correct.
Learning Goal: 1
5. Chip obeys adults because they tell him to obey them. According to Kohlberg, Chip is in which stage of moral
development?
A. mutual interpersonal perspective
B. punishment and obedience orientation
C. conventional reasoning
D. conformity orientation
APA: 1.3 Describe applications of psychology
Bloom's Taxonomy: Apply
Learning Goal: 1
6. Kohlberg's conventional reasoning level consists of two stages. One is called mutual interpersonal expectations,
relationships, and interpersonal conformity. The other is called
A. universal ethical principles.
B. heteronomous morality.
C. social systems morality.
D. social contract morality.
Difficulty: Basic
7-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Learning Goal: 1
7. Lucia argues that community members need to obey laws in order for the community to work effectively. According to
Kohlberg, Lucia is in which stage of moral development?
A. social systems morality
B. social contract morality
C. mutual interpersonal expectations morality
D. universal ethical principles
Learning Goal: 1
8. The highest level of Kohlberg's theory of moral development is

A. conventional reasoning.
B. utilitarian reasoning.
C. postconventional reasoning.
D. universal reasoning.
Difficulty: Basic
Learning Goal: 1
9. Which of the following statements regarding Kohlberg's theory of moral development is NOT true?
A. Most adolescents reason at Stage 3.
B. Stage 5 never characterizes more than 10 percent of the individuals.
C. Stage 6 has recently been removed from the Kohlberg moral judgment scoring manual.
D. Most people in their mid-thirties reason at Stage 3.
Bloom's Taxonomy: Analyze
Learning Goal: 1
10. Which of the following factors has been found to influence movement through Kohlberg's stages of moral development?
A. cognitive conflict
B. modeling
C. peer relationships
D. All of these choices are correct
Learning Goal: 1
11. Lance's parents encourage family discussions about value-laden issues such as the death penalty, abortion, and amnesty
for illegal immigrants. As a result, Lance is likely to think at
A. more advanced levels of moral reasoning than other people his age.
B. the same level as his parents.
C. Stages 5 or 6 of Kohlberg's stages.
Learning Goal: 1
12. In recent years, there has been an increased emphasis on the role of ______ in moral development.
A. values clarification programs
B. parenting
C. teachers
D. peers
Learning Goal: 1
13. Criticisms of Kohlberg's theory of moral development have included all of the following, EXCEPT that Kohlberg
7-2
A. placed too much emphasis on moral thought.
B. may not have done high-quality research.
C. may have underestimated the care perspective.
D. placed too much emphasis on moral behavior.
Learning Goal: 1
14. Which of the following statements regarding Kohlberg's theory of moral development and culture is
TRUE?
A. Stages 5 and 6 have been found in all cultures.
B. Kohlberg's scoring system is appropriate for all cultures.
C. Moral reasoning is more culture-specific than Kohlberg envisioned.
D. People around the world shift from Stage 3 to Stage 4 at approximately the same time.
Learning Goal: 1
15. Carol Gilligan's theory is based on a(n) ______ perspective toward morality.
A. equity
B. justice
C. care
D. individualistic
Difficulty: Basic
Learning Goal: 1
16. What differences exist between Kohlberg's and Gilligan's theories of moral development?
A. Gilligan postulated an ethic of justice; Kohlberg postulated an ethic of care.
B. Kohlberg postulated an ethic of justice; Gilligan postulated an ethic of care.
C. Gilligan postulated an ethic of equity; Kohlberg postulated an ethic of care.
D. Gilligan postulated an ethic of individualism; Kohlberg postulated an ethic of collectivism.
Learning Goal: 1
17. Gilligan found that girls, ages 6-18, consistently interpreted moral dilemmas in terms of
A. human relationships.
B. fairness and gender equity.
C. social norms.
Difficulty: Basic
Learning Goal: 1
18. Which of the following statements regarding gender differences in moral development between males and females is
TRUE?
A. Males generate more interpersonal conflict than females.
B. There is no evidence to support Gilligan's claim that Kohlberg downplayed female moral thinking.
C. Young adolescent girls use more justice-based reasoning about dating dilemmas than do boys.
D. Females rated prosocial dilemmas as less significant than did males.
Learning Goal: 1
19. The Defining Issues Test (DIT) was designed by

A. James Rest.
B. Robert Sternberg.
7-3
C. Carol Gilligan.
D. Joel Olsteen.
Difficulty: Basic
Learning Goal: 1
20. The Defining Issues Test (DIT) expands on Kohlberg's series of moral dilemmas by adding
A. a list of definitions of the major issues involved.
B. rating scales for each issue involved.
C. lists for the four most important issues involved in a moral dilemma.
Learning Goal: 1
21. Alberto has taken a test that gives him a series of moral dilemmas to evaluate. He is asked to rate the importance of each
issue involved and to develop a list of the four most important issues involved in each dilemma. Alberto has taken the
A. Minnesota Multiphasic Personality Inventory (MMPI).
B. Defining Issues Test (DIT).
C. 16 PF Test.
D. Thematic Apperception Test (TAT).
Learning Goal: 1
22. Which of the following has been used to explain how adolescents learn moral behavior and why behaviour differs from
one person to another?
A. reinforcement
B. punishment
C. modeling
Learning Goal: 1
23. Riley's parents praise her frequently for volunteering at Community Table, an organization that provides dinners for the
poor and the homeless. Riley is likely to
A. continue to volunteer at the Community Table.
B. stop volunteering at the Community Table, but volunteer at another service-based organization.
C. continue to volunteer at the Community Table and expand her volunteer activities to other places.
D. cut back on the hours that she volunteers at the Community Table.
Learning Goal: 1
24. Which of the following statements regarding moral behavior is NOT true?
A. Moral behavior is situation-dependent.
B. Adolescents are more likely to cheat when their friends pressure them to do so.
C. Adolescents are likely to display consistent moral behavior in diverse social settings.
D. Adolescents are more likely to cheat when the chance of being caught is slim.
Learning Goal: 1
25. Which theory of moral development emphasizes a distinction between adolescent moral competence and moral
performance?
A. self-efficacy theory
B. social cognitive theory
7-4
C. social competence theory
D. None of these choices are correct
Learning Goal: 1
26. Marcy believes that self-regulation, rather than abstract reasoning, is the key to positive moral development. Which of
the following theorists shared Marcy's view?
A. George Kelly
B. Abraham Maslow
C. B. F. Skinner
D. Albert Bandura
Learning Goal: 1
27. Denise helps organize a five-mile walk to raise money for a good cause, the Brain Injury Association. Denise's work is
an act of
A. altruism.
B. egocentrism.
C. proactive behavior.
D. empathy.
Learning Goal: 1
28. Which of the following statements regarding prosocial behavior is NOT true?
A. Adolescents engage in more prosocial behavior than do children.
B. Adolescent females regard themselves as more prosocial than adolescent males.
C. The biggest gender difference in prosocial behavior is in kindness and considerate behavior.
D. Prosocial behavior occurs more in childhood than in adolescence.
Learning Goal: 1
29. According to Freud, children develop the superego by

A. identifying with their opposite-sex parent.
B. identifying with their same-sex parent.
C. projecting their basic hostility onto their siblings.
D. internalizing their own anxiety.
Learning Goal: 1
30. Which of the following statements accurately reflects the psychoanalytic account of moral development?
A. Inwardly directed hostility is experienced as depression.
B. Children are openly hostile to their parents until age 4 or 5.
C. Adolescents avoid committing transgressions for fear of punishment.
D. Children and adolescents conform to societal standards to avoid guilt.
Learning Goal: 1
31. According to Freud, when the moral standards of the _____ are violated, the individual feels _____.
A. id; anger
B. ego; shame
C. conscience; guilt
D. ego ideal; doubt
7-5
Difficulty: Difficult
Learning Goal: 1
32. Which of the following is NOT one of Erikson's three stages of moral development?
A. specific moral learning in childhood
B. ideological concerns in adolescence
C. ethical consolidation in adulthood
D. identity development in emerging adulthood
Learning Goal: 1
33. Alex, age 12, always helps his elderly grandmother by carrying her plate to the table and making sure that she always has
her cane ready before she gets up. Alex says he feels sad that his Nana is getting weaker and not able to do as much for
herself. Alex is showing
A. sympathy.
B. empathy.
C. pity.
D. neurotic anxiety.
Learning Goal: 1
34. Which one of the following is more likely show empathy?

A. a 15-year-old boy
B. a 7-year-old boy
C. a 15-year-old girl
D. All are equally likely to show empathy.
Learning Goal: 1
35. Contemporary moral development theorists emphasize that

A. both positive feelings and negative feelings contribute to moral development in adolescence.
B. both positive and negative emotions provide the foundation for the acquisition of moral values.
C. moral emotions are not enough to build adolescents' moral awareness.
Learning Goal: 1
36. Recently there has been an interest in the fourth dimension of moral development, which is
A. moral personality.
B. moral emotions.
C. moral values.
D. moral beliefs.
Learning Goal: 1
37. Which of the following is NOT one of the three aspects of the moral personality?
A. moral identity
B. moral character
C. moral integrity
D. moral exemplar
7-6
Difficulty: Basic
Learning Goal: 1
38. Gretchen's moral notions and commitments are central to her life. A developmentalist would say that Gretchen has
developed a:
A. moral character.
B. moral identity.
C. moral integrity.
D. moral exemplar.
Learning Goal: 1
39. Recent research has found that having a weak moral identity is related all but which of the following?
A. moral self-reflection
B. depression and anxiety
C. sexual risk taking
D. drug use
APA: 2.4 Interpret, design, and conduct basic psychological research
Learning Goal: 1
40. Which of the following is part of James Rest's view of moral character?
A. having the strength of your convictions
B. persisting
C. overcoming obstacles
Learning Goal: 1
41. Moral character presupposes that the person has

A. set moral goals and is committed to act in accord with these goals.
B. formally learned the morals of society.
C. had moral guides or mentors.
Learning Goal: 1
42. People who have lived exemplary lives are known as:
A. moral exemplars.
B. moral characters.
C. moral elitists.
D. moral dignitaries.
Learning Goal: 1
43. Which of the following is NOT one of the types of moral exemplars?
A. brave
B. just
C. caring
D. honest
Difficulty: Basic
Learning Goal: 1
7-7
44. Researchers consider the core of all three types of moral exemplars to include the traits of honesty and
A. agreeableness.
B. conscientiousness.
C. emotional stability.
D. dependability.
Learning Goal: 1
45. Jodie is trying to decide how she feels about cheating and those who cheat. This internal struggle is consistent with
which theory of moral development?
A. social domain theory
B. social cognitive theory.
C. Kohlberg’s stages of moral development
D. Freud’s psychoanalytic theory
Learning Goal: 1
46. Margaret's parents refuse to talk to her if she displeases them in any way. They tell her younger brother that Margaret is a
big disappointment to them if she gets any grade below a B. Margaret's parents are using which of the following discipline
techniques?
A. power assertion
B. induction
C. deduction
D. love withdrawal
Learning Goal: 2
47. What is the primary way in which parents influence the moral development of teens?
A. Providing opportunities for their children to question their own moral beliefs.
B. Providing explanations of their own moral beliefs.
C. Imposing rules and regulations without explanations.
D. Interaction with teens in situations in which moral reasoning is required.
Learning Goal: 2
48. Freud believed in encouraging moral development in children by instilling

A. confidence.
B. fear of losing parental love.
C. collaboration.
D. control.
Difficulty: Basic
Learning Goal: 2
49. Parents who attempt to gain control over their adolescent or his or her resources are using a discipline technique known
as
A. authoritative.
B. induction.
C. power assertion.
D. love withdrawal.
Difficulty: Basic
Learning Goal: 2
7-8
50. Chelsea's father takes away her cell phone and her iPod whenever she does something that he views as "disrespectful."
Chelsea's father is using which of the following discipline techniques?
A. authoritative
B. power assertion
C. love withdrawal
D. induction
Learning Goal: 2
51. The discipline technique in which a parent uses reason and explanation of the consequences for others of the adolescent's
actions is known as
A. deduction.
B. rationality.
C. induction.
Learning Goal: 2
52. Which of the following statements regarding the effects of parental discipline on an adolescent is NOT true?
A. Any discipline produces arousal on the part of the adolescent.
B. Power assertion evokes a high level of anxiety.
C. Love withdrawal evokes considerable anxiety.
D. Both B and C
Learning Goal: 2
53. Which of the following statements regarding the use of the induction technique of discipline is TRUE?
A. Induction works better with older children and adolescents than with preschool children.
B. Induction focuses on the adolescent's shortcomings.
C. Induction works just as well as love withdrawal for adolescents.
D. Induction works better on children from low SES families than with children from middle SES families.
Learning Goal: 2
54. Research has found that moral children have parents who do all EXCEPT
A. foster an external sense of morality.
B. involve children in family decision-making.
C. model moral behaviors.
D. use inductive discipline.
Learning Goal: 2
55. Sandy and Will are the parents of two sons, William, age 15, and Thomas, age 14. The boys have to call one of their
parents as soon as they get home from school, and they are not allowed to do anything but homework or reading until their
parents get home. They are only allowed to socialize with teens whose parents are friends of Sandy and Will. They can
attend school dances only when Sandy or Will chaperone. Sandy and Will are using which type of parenting strategy?
A. cocooning
B. pre-arming
C. pampering
D. protecting
7-9
Learning Goal: 2
56. Katie's parents know that their daughter will inevitably be confronted by peers who want to offer her alcohol or drugs.
They spend time talking with her about how to resist these harmful situations, and they even role-play with her to increase
her skills. Katie's parents are engaging in which type of parenting strategy?
A. cocooning
B. pre-arming
C. pampering
D. protecting
Learning Goal: 2
57. Justin's school has rules about behaviors, and teachers clearly transmit the attitude that students should be respectful and
considerate of others. According to John Dewey, the rules and moral atmosphere of Justin's school make up its
A. values curriculum.
B. belief system.
C. overt curriculum.
D. hidden curriculum.
Learning Goal: 2
58. Currently 40 out of 50 states provide mandates to schools requiring them to provide some sort of
A. values-clarification.
B. service learning.
C. character education.
D. cognitive moral education.
Learning Goal: 2
59. Isabel learns in school that some behaviors, such as lying and cheating, are wrong and do harm to others. Isabel's school
has adopted which approach to teaching basic moral literacy?
A. values clarification
B. character education
C. cognitive moral education
D. explicit moral code
Learning Goal: 2
60. A relatively new approach to character education that helps students to develop moral concepts emphasizes
A. a care perspective.
B. an equity perspective.
C. a justice perspective.
Difficulty: Basic
Learning Goal: 2
61. Maria participates in a moral education program where students are encouraged to define their own values and
understand the values of others. This program is using which approach to moral development?
A. cognitive moral education
B. service learning
C. values sharing
D. values clarification
7-10
Learning Goal: 2
62. Kendra's class on moral education consists of small-group discussions on a number of moral issues. Kendra's school has
adopted a _____ approach to moral education.
A. values clarification
B. cognitive moral education
C. moral character
D. moral literacy
Learning Goal: 2
63. In a cognitive moral education program, teachers act as

A. directors.
B. instructors.
C. coaches.
D. facilitators.
Difficulty: Basic
Learning Goal: 2
64. Mr. Hale has his tenth-grade honors English class tutor younger children in reading and writing. Mr. Hale's students are
engaged in
A. volunteerism.
B. co-operative learning.
C. service learning.
D. moral induction.
Learning Goal: 2
65. Which of the following statements regarding service learning is NOT true?
A. Boys participate more in service learning than girls.
B. Service learning takes learning out into the community.
C. Service learning is often more effective when the students have a choice of activities.
D. Service learning benefits adolescents in a number of different ways.
Learning Goal: 2
66. Austin volunteers to help senior citizens learn basic computer skills. If Austin is like many students who participate in
service learning, Austin will
A. have high grades in school.
B. have excellent computer skills.
C. have elderly grandparents who inspire him to give back to the community.
D. probably not volunteer when he gets older.
Learning Goal: 2
67. Recent research on the benefits for volunteers and those who receive volunteer services suggest that
A. recipients benefit when adolescents are mandated to participate in service learning; adolescents are negatively affected.
B. required service learning results in hostility and is not good for either the volunteer or the recipient.
C. more adolescents should be required to participate in service learning programs.
D. service learning programs should be introduced in middle school.
7-11
Learning Goal: 2
68. Which of the following students would be considered a cheater?

A. Brooke, who falsifies her lab reports
B. Bobbi, who adds six unearned hours to her monthly record of service learning
C. Ariel, who buys a research paper from a friend
Learning Goal: 2
69. Ms. Sacco's U.S. history students perceive her to be incompetent. They also think that she is unfair and that she does not
care about her students. According to recent research, Ms. Sacco's students are likely to
A. hate U.S. history.
B. complain to the principal about her class.
C. cheat in her class.
D. be rude and disrespectful to her.
Learning Goal: 2
70. Mr. Gates, who teaches World Geography, frequently gives out a test and then leaves the room to pick up his mail in the
office or to get coffee. What does research predict Mr. Gates' students are likely to do while he is out of the room?
A. cheat on his tests
B. not cheat on his tests, because he clearly trusts them
C. have increased anxiety about his tests because he is not in the room
D. report his behavior to their parents
Learning Goal: 2
71. Professor Dawson clearly spells out, both verbally and on his syllabus, what constitutes cheating in his class. His
colleague, Professor Curtis, assumes that students know what behaviors are cheating and doesn't mention her policies.
According to research, what is likely to happen in these two professors' classes?
A. Students in Professor Curtis' class will be less likely to cheat than students in Professor Dawson's class.
B. Students in Professor Dawson's class will be less likely to cheat than students in Professor Curtis' class.
C. Students in both classes will cheat approximately 50 percent of the time.
D. Whether or not students cheat depends on the subject material.
Learning Goal: 2
72. An integrative approach to moral education encompasses the _____ and ______.
A. reflective moral thinking of Kohlberg; values clarification approach
B. cognitive moral education approach; service learning
C. reflective moral thinking of Kohlberg; character education
D. care perspective of Gilligan; values clarification
Learning Goal: 2
73. The Child Development Project is an example of

A. a moral exemplar program.
B. a values-clarification program.
C. a service-learning program.
D. an integrated approach to moral education.
Difficulty: Basic
7-12
Learning Goal: 2
74. A program in which adults coach students in ethical decision making, and students have a caring experience in the
classroom and community is called the
A. Child-Centered Learning Project.
B. Child Development Project.
C. Innocence Project.
D. No Child Left Behind Initiative.
Difficulty: Basic
Learning Goal: 2
75. The goal of the integrative ethical education program is to

A. help students to define and clarify their moral values.
B. have students practice their ethical skills in the community.
C. turn moral novices into moral exemplars.
D. have students identify clear moral and immoral behaviors.
Learning Goal: 2
76. According to the proponents of integrative ethical education, moral experts possess all of the following skills EXCEPT
A. ethical mandates.
B. ethical sensitivity.
C. ethical judgment.
D. ethical actions.
Learning Goal: 2
77. Our beliefs and attitudes about the way things should be are our
A. values.
B. ethics.
C. morals.
D. stereotypes.
Difficulty: Basic
Learning Goal: 3
78. Jordan says that he wants to make as much money as he can after college so that he can retire at age 45. He plans to
"save every dime" that is not needed for his basic living expenses. David says that he wants to earn a decent salary but that
he is more interested in using some of his earnings to travel and meet interesting people. Jordan and David have different
A. ideas about how to spend their time.
B. goals for their lives.
C. values about money.
Learning Goal: 3
79. Which of the following statements about the values of today's college students is NOT true?
A. Today's college students are less interested than earlier students in personal well-being.
B. Today's college students are less interested than earlier students in the well-being of others.
C. College students today are strongly motivated to be well-off financially.
D. Today's college students are less motivated than earlier students to develop a meaningful philosophy of life.
Learning Goal: 3
7-13
80. Recent research has shown that more college freshmen today than in 1990 are interested in
A. immigration.
B. the homeless.
C. the working poor.
D. volunteer or community-service programs.
Learning Goal: 3
81. Which of the following is a recent trend in religion among adolescents and emerging adults?
A. There is a downward trend in religious interest among college students.
B. Religious issues are important to many adolescents and emerging adults.
C. More than twice as many first-year students as in 1978 reported no religious preference.
D. All of these are recent trends.
Learning Goal: 3
82. Religiousness is associated with all of the following EXCEPT

A. attendance at religious services.
B. frequency of prayer.
C. overall importance of religion in everyday life.
D. frequency of discussing religious teachings.
Learning Goal: 3
83. Which of the following statements regarding religiousness around the world is TRUE?
A. Attending religious services is highest at age 12.
B. Emerging adults in developing nations were more likely than their counterparts in developed nations to be religious.
C. Belief in God is high among adolescents and emerging adults in Japan.
D. Attending religious services declines from ages 14-18 and then rises again at age 20.
APA: 3.3 Adopt values that build community at local, national, and global levels
Learning Goal: 3
84. Researchers have found that having a religious affiliation is linked to

A. lower rates of delinquency.
B. lower rates of drug use.
C. lower rates of depression.
Learning Goal: 3
85. Brandi has begun to question how God can let so many people die in natural disasters, and she struggles to reconcile how
an all-powerful God and an all-merciful God can exist in the same being. Brandi is most likely in which developmental
period?
A. adolescence
B. emerging adulthood
C. young adulthood
D. late childhood
Learning Goal: 3
86. Aaron thinks about what kind of life he wants to live. He wonders if there really is a God, and whether he truly believes
or is going along with the beliefs of his parents. Aaron is most likely in which developmental period?
7-14
A. adolescence
B. emerging adulthood
C. young adulthood
D. late childhood
Learning Goal: 3
87. The type of moral reasoning that focuses on social consensus is

A. empathy reasoning.
B. behavioral reasoning.
C. prosocial reasoning.
D. social conventional reasoning.
Difficulty: Basic
Learning Goal: 1
88. Alyssa, age 17, was brought up in the Baptist church but recently she has begun to go to the Buddhist temple in the next
town. She tells her parents that she is "all done with the Baptists." According to research, Alyssa probably
A. is testing her parents.
B. is going through a phase, and will return to the Baptist church within a year.
C. has conflict with her parents.
Learning Goal: 3
89. Joel shuts his cell phone off upon entering a church to attend a funeral service. Joel's action is an example of
A. a conventional rule.
B. a moral rule.
C. an ethical rule.
Learning Goal: 1
90. Which of the following statements regarding religion and parenting is NOT true?
A. Adolescents who have a positive relationship with their parents are likely to adopt their parents' religious affiliation.
B. Children and adolescents tend to adopt the religious teachings of their parents.
C. Mothers are more influential than fathers in religious development of their children.
D. Adolescents who have a positive relationship with their parents are more likely to seek a religion that is different from
their parents' religion.
Learning Goal: 3
91. Moral rules are _____, while conventional rules are _____.
A. personal; impersonal
B. to promote organization; to ensure justice
C. optional; obligatory
D. obligatory; optional
Learning Goal: 1
92. Which of the following statements about religion and sexual activity is TRUE?
A. Most churches discourage premarital sex.
B. All churches forbid premarital sex.
7-15
C. Most religions do not talk about sexual matters in their services.
D. Adolescents who attend religious services are more likely than those who do not to engage in sex as a way of rebellion.
Learning Goal: 3
93. Which of the following is considered a personal, rather than moral or conventional, issue?
A. choice of friends
B. choice of activities
C. privacy
Learning Goal: 1
94. Mackenzie, a 20-year-old college student, attends church weekly and makes prayer a part of her daily activities.
According to research, Mackenzie is likely to have
A. fewer sexual encounters than her less religious counterparts.
B. a fear of contracting HIV from unprotected sexual intercourse.
C. a fear of an unplanned pregnancy from unprotected sexual intercourse.
Learning Goal: 3
95. Define and list the three components of moral development.
Moral development involves thoughts, behaviors, and feelings regarding standards of right and wrong. Moral development
has an intrapersonal dimension (a person's basic values and a sense of self) and an interpersonal dimension (a focus on what
people should do in their interactions with other people). The intrapersonal dimension regulates a person's activities when he
or she is not engaged in social interaction. The interpersonal dimension regulates people's social interactions and arbitrates
conflict.
Learning Goal: 1
96. Name and describe Kohlberg's first level of moral reasoning and its two stages.
Kohlberg's first level of moral reasoning is known as preconventional reasoning. At this level, the individual shows no
internalization of moral values. Instead, moral reasoning is controlled by external rewards and punishments. The two stages
of the preconventional level are 1) punishment and obedience orientation, and 2) individualism, instrumental purpose, and
exchange. In the first stage, moral thinking is tied to punishment. In the second stage, individuals pursue their own interests
but let others do the same. Thus, what is right involves an equal exchange.
Learning Goal: 1
97. Name and describe Kohlberg's second level of moral reasoning and its two stages.
Conventional reasoning is the second, or intermediate, level in Kohlberg's theory of moral development. At this level,
internalization is immediate. Individuals abide by certain standards (internal), but they are the standards of others (external),
such as parents or the laws of society. The conventional reasoning level has two stages: 1) mutual interpersonal expectations,
relationships, and interpersonal conformity; and 2) social systems morality. In the first stage, mutual interpersonal
expectations, relationships, and interpersonal conformity, individuals value trust, caring, and loyalty to others as a basis of
moral judgment. In the second stage, social systems morality, moral judgments are based on understanding the social order,
law, justice, and duty.
Learning Goal: 1
98. Name and describe Kohlberg's third level of moral reasoning and its two stages.
7-16
Postconventional reasoning is the third and highest level in Kohlberg's theory of moral development. At this level, morality
is completely internalized and is not based on others' standards. The individual recognizes alternative moral courses,
explores the options, and then decides on a personal moral code. The postconventional level consists of two stages: 1) social
contract or utility and individual rights and 2) universal ethical principles. Social contract or utility and individual rights is
Kohlberg's fifth stage. At this stage, individuals reason that values, rights, and principles undergird or transcend the law. A
person evaluates the validity of actual laws and examines social systems in terms of the degree to which they preserve and
protect fundamental human rights and values. Universal ethical principles is the sixth and highest stage of Kohlberg's theory
of moral development. At this stage, the person has developed a moral standard based on universal human rights. When
faced with a conflict between law and conscience, the person will follow conscience, even though the decision might involve
personal risk.
Learning Goal: 1
99. Describe James Rest's Defining Issues Test and explain why this test was developed.
Some developmentalists fault the quality of Kohlberg's research and stress that more attention should be paid to the way
moral development is assessed. James Rest argued that, rather than relying on a single method that requires individuals to
reason about hypothetical moral dilemmas, alternative methods should be used to collect information about moral thinking.
The Defining Issues Test (DIT) attempts to determine which moral issues individuals feel are most critical in a given
situation, by presenting them with a series of dilemmas and a list of definitions of the major issues involved. Subjects are
given five stories and asked to rate the importance of each issue in deciding what ought to be done. Then they are asked to
list what they believe are the four most important issues. Rest argued that this method provides a way to assess moral
thinking that is more valid and reliable way than Kohlberg's method.
Learning Goal: 1
100. Compare and contrast Gilligan's theory of moral development with Kohlberg's theory of moral development.
Gilligan argues that Kohlberg's theory of moral development does not adequately reflect relationships and concern for
others. Kohlberg's theory is a justice perspective, a moral perspective that focuses on the rights of the individual. In this
perspective, individuals stand alone and make independent moral decisions. By contrast, Gilligan's perspective is a care
perspective, which views people in terms of their connectedness with others. This perspective emphasizes interpersonal
communication, relationships with others, and concern for others. Gilligan believed that Kohlberg greatly underplayed the
care perspective in moral development. In addition, Kohlberg did most of his research with males, rather than females. In
contrast, Gilligan studied females, primarily girls, 6 to 18 years of age.
Learning Goal: 1
101. What are the basic processes that behaviorists argue are responsible for forming moral behavior in adolescents? How
effective are these processes?
The familiar processes of reinforcement, punishment, and imitation have been invoked to explain how and why adolescents
learn certain moral behaviors and why different people's behaviors differ. These processes are effective in shaping moral
behavior. When adolescents are positively reinforced for behavior that is consistent with laws and social conventions, they
are most likely to repeat the behavior. Conversely, when adolescents are punished for immoral and unacceptable behaviors,
those behaviors can be eliminated.
However, there are emotional side effects to the use of punishment. Although these methods are effective, the effectiveness
of reinforcement and punishment depends on how consistently they are administered and the schedule that is adopted. The
effectiveness of a model depends on the characteristics of the model and the presence of cognitive processes, such as
symbolic codes and imagery, to enhance retention of the modelled behavior.
Bloom's Taxonomy: Evaluation
Learning Goal: 1
102. Explain the social cognitive theory of moral development, and distinguish between moral competence and moral
performance.
The social cognitive theory of moral development emphasizes a distinction between adolescents' moral competence, their
ability to produce moral behaviors, and moral performance, which is the enactment of those behaviors in specific situations.
Competence is the outgrowth of cognitive-sensory processes.
Competencies include what adolescents are capable of doing, what they know, their skills, their awareness of moral rules and
regulations, and their cognitive ability to construct behaviors. In contrast, adolescents' moral performance or behavior is
determined by their motivation and by rewards and incentives to act in a moral way.
7-17
Learning Goal: 1
103. Define prosocial behaviors, and discuss the gender differences in prosocial behavior found by recent research.
Prosocial behaviors are behaviors that help another person without expectation of any reward or gain on the part of the
helper. Adolescent females view themselves as more prosocial and empathetic than males, and they also engage in more
prosocial behavior than males. A review of research found that across childhood and adolescence, females engaged in more
prosocial behavior than did males. The biggest gender differences occurred for kind and considerate behavior and the
smallest difference for sharing.
Learning Goal: 1
104. Describe Freud's psychoanalytical view of moral development.
In Freud's classical psychoanalytic theory, an individual's superego, the moral branch of the personality, develops in early
childhood. To reduce anxiety, avoid punishment, and maintain parental affection, children form a superego by identifying
with their same-sex parent. Through this identification, children internalize their parents' standards of right and wrong, which
in turn, reflect the norms of society. At the same time, children turn inward the hostility that was previously aimed at the
same-sex parent. This inwardly directed hostility is then unconsciously experienced as guilt. In the psychoanalytic view of
moral development, self-punitive guilt keeps children and adolescents from committing transgressions. The superego
consists of two main components: the ego ideal and the conscience. The ego ideal is the component of the superego that
involves behaviors approved by parents. The conscience is the component of the superego that involves behaviors not
approved by parents. An individual's ego ideal rewards the individual by conveying a sense of pride and personal value when
the individual acts according to moral standards. The conscience punishes the person for acting immorally by making the
individual feel guilty and worthless.
Learning Goal: 1
105. List Erikson's three stages of moral development. Explain the stage related to adolescence.
Erikson outlined three stages of moral development: specific moral learning in childhood, ideological concerns in
adolescence, and ethical consideration in adulthood. According to Erikson, individuals search for an identity during
adolescence. If adolescents become disillusioned with the moral and religious beliefs that they acquired during childhood,
they are likely to lose, at least temporarily, their sense of purpose and to feel that their lives are empty. This loss may lead
adolescents to search for an ideology that will give some purpose to their lives.
Learning Goal: 1
106. What is the contemporary perspective of moral development in adolescents?
Today, many developmentalists believe that both positive feelings, such as empathy, sympathy, admiration, and self-esteem,
as well as negative feelings, such as anger, outrage, shame, and guilt, contribute to adolescents' moral development. When
strongly experienced, these emotions influence adolescents to act in accord with standards of right and wrong. Such
emotions as empathy, shame, guilt, and anxiety over other people's violation of standards are present early in development,
but they undergo developmental change in childhood and adolescence.
Learning Goal: 1
107. Explain what is meant by the fourth dimension of moral development, and describe the components of this fourth
dimension.
The fourth dimension of moral development is moral personality. Recently there has been a surge of interest in moral
personality. Three aspects of a moral personality have recently been emphasized: moral identity, moral character, and moral
exemplars. Individuals have moral identity when moral notions and commitments are central to their lives. In this view,
behaving in a manner that violates this moral commitment places the integrity of one's self at risk. Moral character involves
having the strength of your convictions, persisting, and overcoming obstacles and distractions. Moral character presupposes
that the person has set moral goals and that achieving those goals involves the commitment to act in accord with those goals.
Moral exemplars are people who have lived exemplary lives. They have a moral personality, identity, character, and a set of
virtues that reflect moral excellence and commitment.
Learning Goal: 1
7-18
108. Describe the three parental discipline techniques that developmentalists have shown to be associated with moral
development.
The three parental discipline techniques that have been associated with moral development are love withdrawal, power
assertion, and induction.
Love withdrawal is a technique in which a parent withholds attention or love from the adolescent. This induces fear of
punishment and fear of losing the parents' love as a way of attempting to produce moral behavior. However, this type of
discipline has been shown to produce a high level of arousal and anxiety in adolescents.
Power assertion is a discipline technique in which the parent attempts to gain control over the adolescent or the adolescent's
resources. This can generate hostility in the adolescent, along with a high degree of emotional arousal.
Induction is the discipline technique in which a parent uses reason and explanation of the consequences for others for the
adolescent's actions. Induction is more likely to produce a moderate level of arousal in adolescents, a level that permits them
to attend to the cognitive rationales that the parents offer. According to research, induction is more positively related to
moral development than love withdrawal or power assertion.
Learning Goal: 2
109.
List at least five characteristics of parents that your text identifies as being helpful in producing moral children.
Parents who tend to produce moral children are warm and supportive rather than punitive. They use inductive discipline and
provide opportunities for children to learn about the perspectives and feelings of others. They afford their children
opportunities to participate in family decisions and to think about moral decisions. Parents should model moral thinking and
moral behavior themselves. Giving children clear behavioural expectations and fostering an internal sense of morality helps
them to develop in a moral way.
Learning Goal: 2
110. Compare and contrast the three main ways in which schools teach moral development.
Three main ways schools use to teach moral development are character education, values clarification, and cognitive moral
education. All three approaches have different objectives, methods of teaching, and roles for the teacher.
Character education is a direct education approach that involves teaching students a basic moral literacy to prevent them
from engaging in immoral behavior and doing harm to themselves and others. The argument is that some behaviors are
clearly morally wrong and that students need to be taught this throughout their education. Character education is taught
through class discussions, role playing, and rewarding students for proper behavior. It is also demonstrated for students
through the moral code of the school.
Values clarification involves helping students to clarify what their lives are for and what is worth working for. Unlike
character education, which tells students what their values should be, values clarification encourages students to define their
own values and to understand the values of others.
Cognitive moral education is based on the belief that students should learn to value such things as democracy and justice as
their moral reasoning develops. With this approach, students meet for a course in which the teacher acts as the facilitator
rather than as a director, the role assumed in character-education approach. The hope is that students will develop more
advanced notions of such concepts as cooperation, trust, responsibility, and community.
Learning Goal: 2
111. Define and describe what is meant by "service learning." Explain the goals and benefits of service learning.
Service learning is a form of education that promotes social responsibility and service to the community. In service learning,
adolescents engage in a number of activities that benefit others. An important goal of service learning is that adolescents
become less self-centered and more strongly motivated to help others. Service learning is more effective when students have
some degree of choice in the service activities in which they participate and when there are opportunities to reflect about
their participation. Service learning has been linked to a number of benefits for adolescents who participate, including higher
grades in school, increased goal-setting, higher self-esteem, an improved sense of being able to make a difference for others,
and an increased likelihood that they will serve as volunteers in the future. For some students, the opportunity to work in the
community as part of a school program led to lower dropout rates.
Learning Goal: 2
112. Describe situations in which students are likely to cheat, and explain some of the strategies that can be implemented to
decrease cheating behavior.
7-19
Several studies have shown that it is the power of the situation that determines whether or not students will cheat. Students
are more likely to cheat when they are not being closely monitored during a test, when they know that their peers are
cheating, if they know whether or not another student has been caught cheating, and when student scores are made public.
Strategies for decreasing academic cheating include making students aware of what constitutes cheating and what the
consequences will be if they cheat, closely monitoring students' behavior while they are taking tests, and teaching the
importance of being a moral, responsible individual who engages in academic integrity.
Learning Goal: 2
113. Describe current trends in the values of college students. Be sure to compare the values of adolescents living in the
United States to those of adolescents living in other parts of the world.
There are some signs that U.S. college students are shifting toward a stronger interest in the welfare of society. Interest in
developing a meaningful philosophy of life increased. More college students said that the chances were very good that they
would participate in volunteer or community-service programs. Research on values of adolescents in seven different
countries revealed that family values of compassion and social responsibility were linked to adolescent participation in
community service, commitment to serving their country, and empathy for disenfranchised groups.
Learning Goal: 3
114. Describe social conventional reasoning and conventional rules.
Social conventional reasoning focuses on thoughts about social consensus and convention. In contrast, moral reasoning
emphasizes ethical issues. Conventional rules are created to control behavioral irregularities and maintain the social system.
Conventional rules are arbitrary and subject to individual judgment.

Learning Goal: 1
115. Describe trends in religious interests in adolescents and emerging adults.
Although religious issues are important to many adolescents and emerging adults, in the twenty-first century there has been a
downward trend in religious interest among college students. In 2007, more than twice as many first-year students than in
1978 reported that they have no religious preference. A recent developmental study revealed that religiousness declined from
14 to 20 years of age in the United States. More changes occurred in attending religious services than in religiousness. The
World Values Survey of 18- to 24-year-olds revealed that emerging adults in less developed countries were more likely than
their counterparts in more developed countries to be religious.
Learning Goal: 3
116. Describe at least four positive outcomes of religion for adolescents.
Researchers have found that various aspects of religion are linked with positive outcomes for adolescents. Adolescents who
viewed religion as a meaningful part of their life and a way to cope with problems were half as likely as adolescents who did
not view religion as important to use drugs. Going to church has been linked to better grades for students from low-income
backgrounds. Indonesian Muslims revealed that their religiousness was linked to social competence, positive peer
relationships, academic achievement, emotional regulation, prosocial behavior, and self-esteem. Religious affiliation has
been linked to lower rates of delinquency, drug use, and depression. Religious youth are more apt to engage in community
service than nonreligious youth.
Learning Goal: 3
Category # of Questions
Accessibility: Keyboard Navigation 94
APA: 1.1 Describe key concepts, principles, and overarching themes in psychology 6
APA: 1.2 Develop a working knowledge of psychology’s content domains 53
APA: 1.3 Describe applications of psychology 30
APA: 2.4 Interpret, design, and conduct basic psychological research 4
APA: 3.3 Adopt values that build community at local, national, and global levels 1
Bloom's Taxonomy: Analyze 19
Bloom's Taxonomy: Apply 29
Bloom's Taxonomy: Evaluation 1
Bloom's Taxonomy: Remember 51
7-20
Another random document with
no related content on Scribd:
long wax taper from her pocket, lighted it at the kitchen
gas, slipped off her shoes, and then crept into the dining
and drawing rooms. She looked all round these to see if
there was anything worth stealing among the ornaments,
but only found a small silver fruit knife, which she instantly
transferred to her pocket.
But she examined the window shutters at the back, and the
fastenings of the street door, with a good deal of care, and
then went back to the kitchen, put on her shoes again, and
looked over the locks and bolts of the back door.
She was seated in the chair just where she had been left
when Lizzie came down again with the bundle in her hand.
"I must be going now," she said rising from her seat. "I will
bring the bonnet and shawl to-morrow night about nine
o'clock, and throw it over the gate; and you must get away
from here soon after five on Sunday morning, and walk to
the first milestone on the London road. We shall be along
there about six, and then we can hide you out of sight. But
mind, if a policeman should be near you, just walk on, and
don't even look at me or the caravans till I speak first."
Lizzie gave the required promise, and so they parted.
CHAPTER IV.
ONE SUMMER SUNDAY MORNING.

LIZZIE fastened the back gate securely after her visitor had
departed, and returned to her little kitchen well pleased
with her evening's work. She put on her cap, thinking that a
day or two more only would she have to wear the odious
thing, and then she fell to contemplating the grandeur that
awaited her. She forgot her supper, forgot the ordinary
duties of turning down the beds and making things tidy for
the night—forgot everything but the visions conjured up by
Mrs. Stanley's ready tongue.
Mrs. Spencer returned earlier than she was expected, and

that brought Lizzie back to her present surroundings. For
when the lady went upstairs, and saw the bed-room was
just as she had left it, she made up her mind that the girl
was incorrigible, and would have to be discharged.
"What have you been doing all the evening?" she

exclaimed, when Lizzie went up in answer to her call. "I
shall have to send you home, I am afraid, unless you
behave very differently. Now, understand this, Elizabeth, I
give you notice to-night to leave this day month; but if you
choose to turn over a new leaf, and do your work in a
proper manner, I shall not wish to part with you."
Lizzie tossed her head in an indifferent manner, but made

no reply.
Her mistress paid her month's wages the next morning, but
deducted sixpence for the broken tumbler as she had
threatened, which greatly offended the girl, for she had
made up her mind to take the whole twelve shillings to Mrs.
Stanley.
On Saturday night, she went to bed as early as she could,

for she was afraid of oversleeping herself the next morning.
Five o'clock was an early hour to be astir; but she must
contrive to dress and be out soon afterwards, for she was to
join the Stanleys a mile beyond the town by six. The bonnet
and shawl that she was to wear had been thrown over the
gate on Friday night, and she had that safely tucked away
in her almost empty box. The few remaining articles of her
wardrobe she made into a bundle before she went to bed,
and then lay down and tried to go to sleep.
But for once sleep refused to come to her eyes. She lay
tossing on her pillow, her mind full of doubt now as to
whether she had done a wise thing in deciding to run away
with this woman. Conscience spoke, and told her it was a
wrong and foolish thing to do; but she assured herself she
must go on now in the path she had chosen, for she had no
clothes to wear, and, therefore, she could not turn back.
A more uncomfortable night Lizzie never spent. She turned

from side to side, but sleep she could not; and at last, when
she heard the church clock strike two, she decided that she
must not go to sleep now, for fear she should not wake up
in the morning until it was too late to join her new adviser.
If the silly girl had only known it—could only have peeped a
little way into the future, she would have seen that this
would have been a merciful interposition of Providence; but
she took care not to close her eyes again. She sat up in
bed, and then got a light and a book to read. But the book
did not interest her, and so she dressed herself in the clean
clothes she had put ready. She made this occupy as much
time as possible, and brushed and combed her hair for
nearly an hour before plaiting it up again. In this way, the
time went until daylight came, and then she heard several
church clocks strike five, which was the signal for her to go
down-stairs.
She put on her bonnet and shawl, but carried her boots in
her hand, as well as the bundle, and she did not venture to
put on her boots until she was safe outside the back door.
There was only the bolt of the garden gate to draw then,
and she would be free—free, and on her way to meet the
splendid fortune that awaited her!
Once outside and in the street, Lizzie walked on with less

fear, though her own echoing footsteps this still Sunday
morning almost frightened her. There was not a creature to
be seen, not even a milkman had made his appearance yet,
and Lizzie had walked some distance before the slow heavy
tread of a policeman was heard on the echoing pathway.
Of course he took no notice of the girl, and could not see

her face under the close-fitting black silk bonnet, that had
evidently been made for some very old lady.
So she sped on, and just as the first strokes of six were
sounding through the quiet morning air, Lizzie caught sight
of the line of caravans slowly lumbering down a side road
from the other end of the town.
She waited for them to come up, and in a few minutes Mrs.
Stanley joined her. The woman looked carefully up and
down both roads, but finding there was nobody but their
own party in sight, she stopped the horse of the smartest-
looking caravan, and told the girl to jump in as quickly as
she could.
She soon clambered up the steps into the little parlour

where she had had her fortune told, and the key was turned
upon her, and the horse jogged on again.
For some time Lizzie sat listening to the shaking furniture,

and trying to still the throbbing of her head, which now
began to ache violently. At last she lay down on the couch
hoping to be able to sleep, but the shaking and bumping of
the clumsy vehicle effectually prevented that.
At last, about ten o'clock, the whole cavalcade came to a

standstill, after a few more bumps and shakes that
threatened to overturn them every time, and then, looking
out of the little window, Lizzie could see they were at the
side of a large common, and preparations were being made
for breakfast.
It did not disturb her at first that no one came to unfasten

the door. She expected Mrs. Stanley would bring her
breakfast as soon as it was ready. Of course they would not
expect her to share in the rough-and-ready meal they
would provide for themselves. Mrs. Stanley knew what was
in store for her—the fortune that awaited her, and would
contrive to get the meal as nicely served in consideration of
her coming glory.
So Lizzie flattered herself, while she kept down the pangs of

hunger which began to make themselves felt in spite of her
headache. But an hour passed, and from the glimpse Lizzie
could get from the window it seemed as though the meal
was over, for boys and girls were lying about on the
common, or helping to fetch water for the horses.
At last she concluded they must have forgotten her, and she
began rattling the door to try and get out or attract
attention. They must hear her, she felt sure, for women's
voices sounded quite close; but it was some time before the
door was opened.
Then Mrs. Stanley thrust in her head exclaiming, "Now

then, what is it?"
Lizzie was annoyed. This was not the sort of greeting she
expected to receive. "I should like some breakfast," she
said, in a tone intended to be haughty and indignant.
"I daresay you would," said Mrs. Stanley with a short laugh,
and then she shut and locked the door again, and left her
prisoner to her meditations.
Lizzie waited and waited, but no breakfast came, and at last

she lay down on the little sofa and cried herself to sleep.
Repentance had commenced. She had begun to forget her

greatness and grandeur under the pangs of hunger and
neglect, such as she had thought would never fall to her
share again, and there was no room in her small mind for
any other feeling than self-pity before she went to sleep.
She had not wholly given up faith in the fortune-teller yet.
To give up such high hopes all at once would be impossible.
But she was angry with Mrs. Stanley, and thought she ought
to treat one whom she knew was a favourite of the stars
with more consideration.
Not one thought of the poor mother, who, even now, was
almost wild with grief and dismay at her sudden
disappearance, ever crossed Lizzie's mind yet.
She slept for two or three hours, and was rudely awakened
by being rolled off the couch on to the floor. She screamed
out loudly, thinking something dreadful had happened. But
if her screams were heard, no notice was taken of them;
and at length Lizzie regained sufficient consciousness of the
past, aided by her present surroundings, to understand that
they were on the road again. But looking up, the girl saw
that there was a change in the aspect of the place. The
windows were only half the size they were before she went
to sleep; for now only a few inches at the top admitted
daylight, and most of the place was in semi-darkness.
She crept across the jolting van, aided by the rattling
furniture, until she reached the door, which she tried to
open, but found it was still locked as before.
She began to doubt the kind intentions of her supposed

friend now, and burst into tears, still rattling the handle of
the door to attract the attention of her jailers.
It was some time, however, before anyone came near her.

They were journeying at a good pace, faster than they had
come along in the morning; and the thought suddenly came
to Lizzie that perhaps some one was in pursuit of her, and
they were trying to get out of the way.
Miserable as she was, this thought made her drop the

handle of the door, for she did not want to be captured and
taken home just as the promised fortune was within her
grasp. No, no; anything but that. She would bear this
hunger that was gnawing her with what patience she could
muster, for fear her rattling the door-handle should attract
the attention of anyone passing by.
They were passing through a town, she fancied now, by the

sounds that met her ears every now and then, for she could
see nothing but the sky from the narrow slits of window left
unshuttered. She was left to the miserable company of her
own thoughts for an hour or two longer, then the whole
cavalcade came to a standstill again, and presently the door
was opened.
"I suppose you want your dinner now, don't you?" said Mrs.
Stanley as she came in. She carried a couple of thick slices
of bread and dripping in her not over-clean hands, which
she laid upon the table.
The girl put out her hand to take it; for it was nearly
twenty-four hours since she had tasted food, and she was
ravenously hungry.
But the woman put her hand upon it before she could do
this. "Don't be in a hurry," she said with a grim smile; "we'll
settle up first. Give me that twelve shillings your mistress
gave you."
Lizzie put her hand into her pocket and took out her purse,
not daring to disobey, for the woman's looks almost
frightened her.
She turned the silver out into her hand and counted it.
"There ain't twelve shillings here," she said throwing the
purse on the table. "Come, hand out the other sixpence!"
"I haven't got it," said Lizzie, beginning to cry again.
"What have you done with it, then? Don't tell me no lies, or
my Tom shall give you a taste of the horsewhip."
Faint from hunger, and broken-spirited already at her

forlorn condition, Lizzie could only sob out her story of the
broken tumbler. The woman pretended not to believe such a
tale, and made it the excuse for insisting that Lizzie should
strip herself that she might search her clothes. To protest
was useless; the girl was soon made to do as she was told.
And when her nice neat garments, that her mother had
taken such pains to make for her, lay in a heap near the
door, the woman suddenly opened it and kicked them out,
then took a bundle from under her arm which Lizzie had not
noticed before, and threw them at her feet.
"You can put them on when you're tired of being without,"

she said with a short laugh.
Lizzie kicked the clothes from her indignantly. She would

not even unroll the bundle to see what it contained, but
cowered down upon the couch, feeling herself insulted and
outraged, and for the first time suspecting the good
intentions of the woman in whose power she had placed
herself. She would go away from them, if she was to be
treated like this, she thought—she so soon to be a lady to
have her clothes taken away from her. She forgot the food
on the table in her anguish over this indignity, and sat
huddled together crying for nearly an hour before she even
looked at the garments that had been provided for her.
She was shivering with cold by that time, and looked

eagerly round for the old woollen shawl she had worn in the
morning. But it was nowhere to be seen now. Mrs. Stanley
had taken that away with her. A little longer she sat crying
and bemoaning her sad fate, then she stooped and unrolled
the bundle of clothes.
The sight of the coarse, ragged, ill-washed garments

brought on a fresh storm of sobs and tears, and Lizzie
turned from them in disgust, sobbing out:
"Oh, mother, mother! I wish I was with you now."
But it was herself she pitied—no thought for the pain and
anguish she was causing that dear mother came to Lizzie
yet.
Cold at length compelled her to put on these evil-smelling

garments, and when she was dressed, she ate the bread
and dripping and turned to the door again. It opened at her
touch now, and Mrs. Stanley, who seemed to be busy at
needlework, although it was Sunday evening, was sitting on
the steps.
"Eh? You're dressed at last, then," she said. "Your tea is

nearly cold, I reckon. Here, Mollie," she called, "bring that
mug of tea for the lady," and then Mrs. Stanley broke into a
mocking laugh as she surveyed the "lady" in her ragged
garments standing at the door of the caravan.
Lizzie retreated inside as the girl brought the tea, for she
was ashamed to be seen in such a guise. The girl set down
the tea at the top of the steps, and then returned to her
employment of breaking up walnut shells into a steaming
pot that hung over a fire of brushwood.
Lizzie was thirsty, and eagerly took the half-cold tea. It was
weak and smoky, had been slightly sweetened with coarse
sugar, but had not a drop of milk in it. The vile decoction
almost made her sick after she had swallowed it, and she
asked if she could not have some water to drink.
"Water! What next, I wonder? Where do you think we are to

get water for you in this place?" said Mrs. Stanley, who
sewed on steadily at the pink dress she was making.
Lizzie looked round then, and saw that they were on a wide
desolate heath; but she learned from the talk of the men,
who were lounging about smoking short black pipes, that
they were not going to stay here long, but would
recommence their journey again in an hour or two, and
would travel on all night in order to reach some race-course
in time to commence business the next day.
Was it there she was to meet her fortune, Lizzie wondered.

She had heard of "races," and knew they were somehow
connected with horses, but beyond this the girl's ideas were
of the vaguest description, and she sat there in the doorway
of the van wondering how she would have to set about the
business.
She was startled by the girl superintending the steaming

pot suddenly calling out:
"It's done."
"All right, turn it out to cool," said Mrs. Stanley without

looking up from her work.
The whole mess was turned into a pail the next minute, and
then the girl lounged off to join her companions, who were
quarrelling with some boys of the party over the division of
some apples one of them had stolen from a neighbouring
orchard.
After a little while, Mrs. Stanley turned and glanced at Lizzie

still sitting listlessly in the doorway.
"You can come out of that now," she said gruffly.
But Lizzie had no desire to be seen in her present costume,

and said rather shortly, "I don't want to."
"That don't matter. You come out as I tell you, and go and
give yourself a good wash in that pail," nodding as she
spoke to where the girl had emptied the contents of the pot.
Lizzie looked alarmed. She had always prided herself on her

white skin, and she knew the juice of walnut shells would
stain it brown.
"Come on," called the woman roughly, seeing her hesitate.
The girl came slowly down the steps.
"If you please, I would rather not," she said meekly, all the
pertness taken out of her now.
She stood still at the bottom of the steps, and looked

imploringly at the woman she had deemed her benefactor.
For answer, Mrs. Stanley dropped her work, seized Lizzie by
the arm, and, before she was aware of it, had ducked her
head into the pail of warm dye. She let her raise it for a
minute or two that the air might dry it a little, and then
dipped it again. This process she repeated two or three
times, then thrust her arms in, and held her over it while
she bathed her neck.
When she had finished she said, "There! Now you'll do. Your
own mother wouldn't know you by the time your hair is
cut."
And saying this, she returned to her work, leaving Lizzie to

do as she pleased now.
CHAPTER V.
THE WAX-WORK SHOW.
WHEN the cavalcade was ready to move on again, Lizzie

found she was not to occupy the parlour caravan where she
had been all day, but was to sleep in another van, on some
sacks of straw that were stowed in odd nooks between the
wooden horses and swans of the steam roundabout.
In fact, it seemed that the whole company stowed

themselves away for the night among the various portions
of the show and shooting gallery that were packed in the
wagons. Two or three other girls about her own age shared
the strange bed-room with Lizzie, one of whom had a bad
cough, and kept the rest awake a good deal.
Foolish Lizzie was too miserable to sleep. Her rough bed

was not like the comfortable one she had hitherto had,
neither was she used to sleep in her clothes as it seemed
was the custom among her new friends. Then her
companions were rough, and jeered at her when they found
she was crying, so that altogether she really had very much
to pity herself over now.
But the rudest shock came when all was quiet, and when
apparently the rest were asleep. Lizzie was lying near the
door of the van, and it seemed as though one or two
persons were smoking outside, from the smell that came
through the cracks of the door. They were moving at a slow
pace over a tolerably smooth road, so that there was not
much jolting, and Lizzie could hear pretty distinctly what
was said by those sitting outside.
"Well, missis, what do yer think o' this gal now?" asked a
man's voice.
"Just what I thought before—she'll be worth her weight in

gold to us by and by, when she's broke in a bit."
"Ah! How do you make that out?" asked the man between
the slow puffs of tobacco smoke he emitted from his mouth.
"How? Why, just this way. Our Tottie is well-nigh broke up

with being among the wax-works so much, an' if she ain't
soon took out of it, she'll be ill. But took out now, as I mean
she shall be, she'll soon pick up enough of what I can teach
her from the cards, and the lines on the hand, to tell a good
fortune, and that'll pay better than all the wax-works,
specially among the gents at the races, for Tottie'll pick up
good looks when once she's out o' that beastly wax-work
van."
"Eh! You're a deep un, Mother Stanley," said the man with a
short admiring laugh.
"You've got to be in these days," said the woman.
"An' so you persuaded the little fool to join our company to

release Tottie."
"Ah! But I didn't tell her that," put in Mrs. Stanley.
Lizzie knew her voice now, and sat up on her sack of straw
to listen more intently. "I told her she'd be worth her weight
in gold, but I didn't tell her I should have the handling of it,
and of course she thought it would be for herself. I knew
my lady the moment I set eyes on her. I could see by the
way she looked that Sunday night, she'd be ready to do
anything for the chance of getting away from steady work,
so I laid my plans according. Bless you, it wasn't much
trouble to persuade her, she was ready to swallow any bait
and—"
"But I've heard you say you'd never take a gal away from
her mother. Ain't this one got no friends?" asked the man.
"None as she cares for, or she'd ha' been none so ready to

run away," said the woman.
"And you think there ain't no fear o' them making a fuss
about her?" said the man a little cautiously.
"I didn't say that, now. If you asks me what I think, I say,
keep a sharp eye on her these races, and then we'll get as
far off as we can before we stops at another fair, and then
we'll have to keep our eyes open. My belief is, after looking
over all her clothes, she's got a good mother, and one as'll
take no end of trouble to get her back, though she don't
deserve it."
"How do you know that, Mother Stanley?" asked the man.
"How do I know it? Did she ever once say she couldn't go
away 'cos of worrying her mother; not a bit of it. She
thought more about the fine duds I talked of than ever she
did about her mother; and when I see that, I thought to
myself I'll have you, my lady, to save my poor Tottie, and
teach you a lesson too before I've done with you."
"There ain't no fear but what you'll do that," said the man
laughing again.
"No, there ain't; and you'll have to help me. You'll keep your
eyes on her when she's talking about the wax figgers, and
see she ain't up to no sly tricks with anybody. I've took care
of her money, and I'll look sharp after her," concluded Mrs.
Stanley.
Lizzie sat and listened in horror-struck amazement to this

revelation. It was too dreadful to be believed at first. She
felt sure Mrs. Stanley must be joking, and then tried to
persuade herself she was telling her husband this tale just
to induce him to let her remain with them for a little while.
But although she whispered to herself half aloud, "It can't—

it can't be true," something spoke with more convincing
power in the depths of her own spirit, and a sickening sense
that the woman had spoken the truth stole over her, and
well-nigh benumbed her faculties. She was too wretched to
cry and sob, or indulge in any outward manifestation of
sorrow, but her heart ached with a sense of desolation that
well-nigh overwhelmed her.
The voices ceased outside, and her companions snored, and
groaned sometimes as the clumsy vehicle lurched on one
side as they passed over an extra rough piece of the road;
but smooth or rough, it made no difference to Lizzie. The
blessed relief of sleep came not to her that night.
And the morning dawned and they drew up at the corner of

a common to give the tired horses some refreshment, and
prepare a hasty breakfast for those who had been up all
night.
No notice was taken of Lizzie. She was allowed to wander

about among the dogs, horses, and children; but she knew
she was being watched by more than one pair of deep dark
eyes, and that it would be useless for her to try to escape
even if she knew her road home again.
No; she could not escape in these ragged garments. She

must wait and watch, and try to get some of her own
clothes back again. Ah! What a fool she had been to give
these up so readily. What would she not have given to have
the last few days of her life over again? She wrung her
hands in anguish as she walked up and down the common
and thought of it all.
They did not make a long halt at this place. Only long
enough to refresh the tired beasts, and the men who had
been driving them all night, and then they were on the road
again; for they were to reach the race-course by ten
o'clock, and they still had several miles to travel. If Lizzie
had cherished any lingering hope that the words she had
heard in the night were not true in actual fact, she was
quickly undeceived; for just before they started on their
journey again she was summoned to the parlour van, where
she found Mrs. Stanley busily sewing at the old pink
tarlatan dress previously worn by Tottie, but which the
woman now proceeded to try on her.
"Didn't I tell you that you'd be wearing a smart frock soon?"

she said with a grim smile as she proceeded to fasten the
soiled tumbled dress, which she had been enlarging so as to
make it fit Lizzie's plump figure.
The girl looked at it with disgust. "I don't call this a fine
dress," she said; "and it isn't the sort—"
A ringing box of the ears cut short this speech. "Take that,"
said the woman, as she sent the girl reeling across the
room from the blow. "If your mother had given you a few
tastes of this sort of thing, I shouldn't be bothered with
you."
Lizzie checked the tears that rose to her eyes, and was
about to say she need not be bothered with her, she would
go home again, but a look at the woman's face convinced
her that it would be more prudent to hold her tongue about
this; and so she resolutely kept silent, and was careful to
stand still while the woman finished the work of fitting on
the dirty-fine frock.
When the race-course was reached, everybody set to work

to help get the shows set up, and the steam roundabout set
going, and as soon as the wax figures were dusted and set
in their places, Lizzie was dressed in the pink frock, and
received her first lesson in the duties of her new office.
Mrs. Stanley went round the show with a cane in her hand,
with which she pointed at the different figures ranged along
each side, making Lizzie repeat each sentence after her.
"Now, ladies and gentlemen," bawled the woman, "this is

Lady Jane Grey, who had her head cut off for trying to kill
Queen Mary, and this is Mrs. Manning who murdered
another man in London. What!" she exclaimed, as Lizzie
touched her on the shoulder to suggest that the historical
information concerning Lady Jane Grey was not quite
accurate.
"Lady Jane didn't try to kill Queen Mary," repeated Lizzie,

who began to think her lot might not be quite so hard.
"Perhaps you'll tell me Mrs. Manning didn't try to kill a man

in London, and wasn't hung in a black satin dress
afterwards," said the woman scornfully.
"I don't know anything about Mrs. Manning," said Lizzie

shrinkingly, as she caught sight of the angry glare in the
woman's eyes.
"No, nor you ain't wanted to know anything," retorted Mrs.

Stanley. "You ain't wanted to teach them as has been in the
show business nigh on twenty year, but just do as you're
told, and learn the lesson as it's taught yer."
And then she resumed her march round the show, giving
the various figures names and characters in a jumbled-up
fashion that perfectly amazed Lizzie. For she could read,
while no one else in the company had ever mastered its
difficulties beyond spelling words of three letters; and so
the account of those the figures were intended to represent
had been received verbally by Mrs. Stanley, when she
bought them second-hand of a man who was going out of
the business. Whether the original accounts at all agreed
with those she now gave out, it would be hard to decide.
She stuck to it that her version was the only correct one.
While Lizzie, who had read a good many of the books from
the Sunday-school library, had learned a very different
account of the various historical personages who were
supposed to be represented at this wax-work exhibition,
and it was difficult to disentangle the true from the false
when it came to her turn to go round and repeat the lesson
she had received.
"Lady Jane Grey was beheaded on Tower Hill for—"
"There ain't nothing about Tower Hill in it," roared Mrs.

Stanley. "You nasty obstinate hussy, I'll give you such a
taste of horsewhip, if you don't mind what I say to you, that
you'll be one big ache all over when you go to bed to-
night."
Lizzie looked at her tyrannical mistress and shivered, for

she knew she would not hesitate to put her threat into
execution, and so she tried harder to remember the garbled
accounts delivered by Mrs. Stanley. In the case of Mrs.
Manning and other murderers, who figured largely in the
show, she had little difficulty in giving the exact account
delivered by her mistress, because she had no preconceived
ideas to get rid of, never having heard their names before,
but when "Bloody Mary" was credited with cutting the
disputed child in halves, it was so clear that the figure of
Solomon had somehow disappeared from this scene, that
Lizzie once more ventured a remonstrance.
But a sharp cut with the cane that Mrs. Stanley still carried,
soon reduced her historical knowledge to a quiet
acquiescence in the dictum of its latest exponent, and the
next being murderers again, Lizzie got on better.
One more round, and then Mrs. Stanley, with a critical eye
to Lady Jane Grey and Bloody Mary, pronounced her
deliverance "pretty well."
These two, however, had to be repeated, and then Lizzie

was left to make a further acquaintance with the hideous
waxen effigies, while Mrs. Stanley went off to superintend
the preparations for dinner.
Lizzie had had nothing but a few slices of bread and

dripping by way of food since the previous Saturday, but to-
day she had a good dinner of beef-steak and new bread,
and felt better prepared for the opening of the show after
she had eaten it.
This corner of the race-course, where they had taken up

their quarters, was just like the fair-ground she had visited
the previous week. She recalled the disgust she had felt
when standing outside the faded red curtain across the
doorway, and first smelt the sawdust and paraffin fumes
with which the atmosphere was charged. Now that the
lamps were all alight, and the back door closed, and the
show ready for business to commence, the recollections of
that scene was brought forcibly back to her recollection by
the smell that almost immediately pervaded the place.
What a fool she had been! She did not need anyone else to
tell her, that in trying to escape from the duties of her own
station in life, she had thrown herself into a slavery that
was ten times worse than anything she could have imagined
possible when she was in a comfortable place of domestic
service.
She might have relapsed into tears of self-pity over the

plight she had brought herself into, but there was Stanley at
the door, and if he took a less active part in the
management of affairs than his wife, he would not fail to tell
her of anything Lizzie might do that was not calculated to
promote the "business."
Now, tears in the attendant at a wax-work show, whose lot

in life is supposed to be as rosy as her gaudy dress, would

Download Adolescence 16th Edition Santrock Test Bank all chapters

Uploaded by

Copyright:

Available Formats

You might also like

Download Adolescence 16th Edition Santrock Test Bank all chapters

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Download Adolescence 16th Edition Santrock Test Bank all chapters

Uploaded by

Copyright:

Available Formats

Adolescence 16th Edition Santrock

Adolescence 15th Edition Santrock Test Bank

Life Span Development 16th Edition Santrock Test Bank

Life Span Development 16th Edition Santrock Solutions

Adolescence 11th Edition Steinberg Test Bank

Children 13th Edition Santrock Test Bank

Children 12th Edition Santrock Test Bank

Adolescence Canadian 1st Edition McMahan Test Bank

Development Infancy Through Adolescence 1st Edition

2. The theorist who developed a major stage theory of moral development is

3. The key concept in understanding Kohlberg's theory of moral development is

8. The highest level of Kohlberg's theory of moral development is

19. The Defining Issues Test (DIT) was designed by

29. According to Freud, children develop the superego by

34. Which one of the following is more likely show empathy?

35. Contemporary moral development theorists emphasize that

41. Moral character presupposes that the person has

48. Freud believed in encouraging moral development in children by instilling

63. In a cognitive moral education program, teachers act as

68. Which of the following students would be considered a cheater?

73. The Child Development Project is an example of

75. The goal of the integrative ethical education program is to

82. Religiousness is associated with all of the following EXCEPT

84. Researchers have found that having a religious affiliation is linked to

87. The type of moral reasoning that focuses on social consensus is

95. Define and list the three components of moral development.

104. Describe Freud's psychoanalytical view of moral development.

106. What is the contemporary perspective of moral development in adolescents?

114. Describe social conventional reasoning and conventional rules.

Bloom's Taxonomy: Remember

115. Describe trends in religious interests in adolescents and emerging adults.

116. Describe at least four positive outcomes of religion for adolescents.

Lizzie gave the required promise, and so they parted.

ONE SUMMER SUNDAY MORNING.

Mrs. Spencer returned earlier than she was expected, and

"What have you been doing all the evening?" she

Lizzie tossed her head in an indifferent manner, but made

On Saturday night, she went to bed as early as she could,

A more uncomfortable night Lizzie never spent. She turned

Once outside and in the street, Lizzie walked on with less

Of course he took no notice of the girl, and could not see

She soon clambered up the steps into the little parlour

For some time Lizzie sat listening to the shaking furniture,

At last, about ten o'clock, the whole cavalcade came to a

It did not disturb her at first that no one came to unfasten

So Lizzie flattered herself, while she kept down the pangs of

Then Mrs. Stanley thrust in her head exclaiming, "Now

Lizzie waited and waited, but no breakfast came, and at last

Repentance had commenced. She had begun to forget her

She began to doubt the kind intentions of her supposed

It was some time, however, before anyone came near her.

Miserable as she was, this thought made her drop the

They were passing through a town, she fancied now, by the

"I haven't got it," said Lizzie, beginning to cry again.

Faint from hunger, and broken-spirited already at her

"You can put them on when you're tired of being without,"

Lizzie kicked the clothes from her indignantly. She would

She was shivering with cold by that time, and looked

The sight of the coarse, ragged, ill-washed garments