Human Sexuality Diversity in Contemporary America 9th Edition by William Yarber - Test Bank

Human Sexuality Diversity in Contemporary America 9th Edition by William Yarber – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5

 

MULTIPLE CHOICE

 

1. In our culture, women’s clothing is designed to
   1. provide warmth and comfort, especially to the breast area.
   2. demonstrate the basic humanity of the wearer by de-emphasizing sex-related characteristics.
   3. accentuate women’s suitability for female roles such as nurturing and emotional support.
   4. emphasize secondary sex characteristics such as breasts, shapely legs, and hips.

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 123
Topic: Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

2. Most clothing that emphasizes or exaggerates secondary sex characteristics are
   1. made for females.
   2. made for males.
   3. only found in traditional clothing.
   4. largely unavailable in stores today.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 123
Topic: Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

3. A woman wears perfume, dresses with ruffles, a soft hair style, and makeup. These feminine characteristics are primarily determined by which of the following nonanatomical factors?
   1. nature
   2. hormones
   3. culture
   4. chromosomes

Answer: C

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 123

Topic: Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

4. All of the following are aspects of our anatomical sex EXCEPT
   4. internal reproductive structures.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Sex
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

5. The social and cultural characteristics associated with biological sex relates to

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

6. Which of the following refers to whether one is biologically female or male?
   1. sex
   2. gender
   3. sexual dimorphism
   4. gender dysphoria

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

7. Which of the following refers to the physical sex structures of a person such as gonads, uterus, vulva, vagina, and penis?
   1. genetic sex
   2. gender dysphoria
   3. anatomical sex
   4. sexual dimorphism

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Sex
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

8. Which of the following refers to the gender given by others, usually at birth?
   1. genetic sex
   2. gender identity
   3. anatomical sex
   4. assigned gender

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Assigned Gender
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

9. Which of the following refers to a rigidly held, oversimplified, and overgeneralized belief about how each gender should behave?
   1. gender variation
   2. gender-role stereotype
   3. gender identity
   4. assigned gender

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

10. A girl has a deep feeling inside of her that she is female. This is a typical example of
    1. assigned gender.
    2. gender identity.
    3. gender-role stereotype.
    4. gender dysphoria.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

11. In a delivery room, the pronouncement “It’s a girl!” or “It’s a boy!” refers to
    1. genetic sex.
    2. gender identity.
    3. assigned gender.
    4. gender role.

Answer: C

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

12. “Men won’t ask for directions,” is an example of
    1. an assigned gender role.
    2. a gender-role stereotype.
    3. gender dysphoria.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

13. Deviations in gender behavior are viewed as
    1. gender variations.
    2. behavior anomalies.
    3. behavioral incongruences.
    4. gender biases.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 125
Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

14. Alex dresses and behaves like a boy and he tells everyone he is a boy. This is an example of
    1. an assigned gender.
    2. gender identity.
    3. a gender role.
    4. a gender-role stereotype.

Answer: B

Bloom’s Level: Apply

Difficulty: High

Feedback: Studying Gender and Gender Roles, 126

Topic: Gender Identity
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

15. The assignment of gender usually occurs at birth and is usually based on
    1. gender identity.
    2. anatomical appearance.
    3. behavioral genetics.
    4. dominant hormones.

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

16. The attitudes, behaviors, rights, and responsibilities that particular cultural groups associate with one’s assumed or assigned sex are called
    1. gender identities.
    2. gender stereotypes.
    3. gender roles.
    4. gender variations.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

17. Beliefs such as “women are poor drivers,” “men want to dominate others,” or “women are more detail-oriented,” are examples of
    1. gender variations.
    2. gender-role stereotypes.
    3. gender identities.
    4. gender-role behaviors.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

18. A person’s internal sense of being male or female is called
    1. gender identity.
    2. genetic sex.
    3. assigned gender.
    4. gender role.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Identity
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

19. “A good girl would never run in the house like that!” This is an example of a(n)
    1. gender-role behavior.
    2. gender-role stereotype.
    3. assigned gender role.
    4. gender atypical behavior.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

20. A major problem with gender-role stereotypes is that they
    1. are false and misleading both for the individual and the whole group.
    2. prevent statistically valid generalizations from being made.
    3. interfere with the development of a solid gender identity.
    4. fail to consider the effects of biological sex on behavior.

Answer: A

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

21. By what age does one internalize and identify with one’s gender?
    1. 1
    2. 2
    3. 5
    4. 7

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

22. The Nguyens gives their baby a girl’s name based on her physical characteristics. They dress her in pink and her little coveralls have lace decorations and her thin wispy hair is always adorned with a bow. Which of the following is being emphasized here?
    1. assigned gender
    2. gender variation
    3. gender identity
    4. gender dysmorphia

Answer: A

Bloom’s Level: Apply

Difficulty: High

Feedback: Studying Gender and Gender Roles, 126

Topic: Assigned Gender
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

23. Until the age of 3, most children identify the gender of others based on
    2. nonanatomical signs.
    3. facial features and musculature.

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

24. By age 4 or 5, children would have learned about
    1. social stereotypes.
    2. sexual behavior.
    3. the connection between genitals and gender.
    4. the prevalent sexual variations in the society.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

25. For most people, anatomical sex, gender identity, and assigned gender
    1. are discordant.
    2. are ambiguous.
    3. are congruent.
    4. are unrelated.

Answer: C

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 126

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

26. The umbrella term for those whose gender expression or identity is not congruent with the sex assigned at birth and whose gender is not validated by the dominant culture is
    1. homosexual.

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 127

Topic: Transgender
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

27. Biology creates males and females; culture creates
    1. genetic sex.
    2. physical and mental ability.
    3. anatomical sex.
    4. masculinity and femininity.

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

28. Han, who belongs to a traditional western society, believes that all men are assertive and all women are submissive. He believes that only women can be sensitive to the needs of other people, whereas men should be, and are, insensitive to such needs. In other words, Han believes that
    1. men are superior to women.
    2. men and women complement each other.
    3. men and women possess polar opposite traits.
    4. these differences draw men and women together.

Answer: C

Bloom’s Level: Apply

Difficulty: High

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

29. In some East African societies, a male child is referred to as a
    1. he-she.
    3. woman-child.
    4. man-child.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

30. In some East African societies, at about the age of seven, boys
    1. are circumcised, to “make him a man.”
    2. must engage in exactly the same activities as the girls.
    3. are encouraged to become sexually active.
    4. must leave the family to go and live in sexual seclusion.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Masculinity and Femininity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

31. Bobby believes that women are nurturing and men are not. He also believes that men are dominant and women are submissive. Which of the following does this thought pattern exemplify?
    1. gender variation
    2. androgyny
    3. gender polarization
    4. post genderism

Answer: C

Bloom’s Level: Apply

Difficulty: High

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

32. The reason our culture associates male homosexuality with femininity is most likely
    1. because homosexual men are generally more well-behaved than heterosexual men.
    2. the belief that male heterosexuality is a critical component of masculinity.
    3. our view that heterosexual men often have more female biological characteristics.
    4. because of traditional gender roles being positively correlated with sexual behavior.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 128

Topic: Gender and Sexual Orientation
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Appraise the real and perceived relation of gender identity to sexual orientation.

 

33. How are sexual orientation and gender identity related to each other?
    1. Gender identity determines sexual orientation.
    2. They are conceptually independent of each other.
    3. Sexual orientation determines gender identity.
    4. They both are determined by a person’s sex.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 128

Topic: Gender and Sexual Orientation
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Appraise the real and perceived relation of gender identity to sexual orientation.

 

34. The belief that a “real man” is not gay, therefore gay men are not “real men” is an example of

Answer: A

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 128

Topic: Gender and Sexual Orientation
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Appraise the real and perceived relation of gender identity to sexual orientation.

 

35. Which of the following theories is widely used in the study of sexuality and includes queer theory?
    1. evolutionary theory on gender
    2. biological theory on gender
    3. psychodynamic theory on gender
    4. social constructionist theory on gender

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 128

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

36. According to cognitive social learning theory, we learn attitudes and behaviors as a result of
    1. social interactions with others.
    2. active interpretation of messages received from our environment.
    3. the physiological evolution process.
    4. biological characteristics inherited from our parents.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 128

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

37. Maria observes that wearing frilly dresses gets her older sister lots of attention. Yesterday, children in the neighborhood made fun of Maria’s wish to play baseball. Maria soon develops an interest in ultra-feminine clothes and restricts herself to cheering on male baseball players. This example supports the ideas of:
    2. cognitive gender theory.
    3. developmental psychoanalysis.
    4. cognitive social learning theory.

Answer: D

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 128–129

Topic: Theories of Socialization
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

38. As a child, Lilly observed that even though both her parents were employed, her mother served all family members their dinner. She noticed that her mother did all sorts of “little things” to please family members. She saw that although her father took the children to doctors, dentists, etc., it was her mother who made and kept track of these appointments. As an adult, Lilly incorporated all these behaviors into her own family life. This example supports the ideas of the:
    1. cognitive social learning theory.
    2. gender modeling theory.
    3. moral development theory.
    4. psychoanalytic theory.

Answer: A

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 128

Topic: Theories of Socialization
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

39. The cornerstone of cognitive social learning theory is the belief that
    1. children are born with free will.
    2. most behavior is the result of biological mechanisms.
    3. consequences control behavior.
    4. children will develop “gender appropriate” behavior regardless of their environment.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

40. The phenomenon of modeling is usually associated with the
    1. psychoanalytic theory.
    2. cognitive development theory.
    3. cognitive social learning theory.
    4. developmental gender theory.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

41. Tyrell and Tenisha like to play house. Every time they play, Tenisha scolds Tyrell for the pretended mess he makes and ridicules him for not knowing how to set the table. He is not allowed to hold her doll except under her watchful eye. According to social learning theory, these roles are
    1. learned through observation and imitation.
    2. ultimately based on biological differences between the sexes.
    3. instinctive, because similar behaviors appear in all cultures.
    4. based on differences in levels of cognitive development.

Answer: A

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

42. A cognitive development theorist and a cognitive social learning theorist agree on many things. However, they DISAGREE on
    1. the influence of culture on gender roles.
    2. whether age determines how learning takes place.
    3. the role of parents in gender role socialization.
    4. the role of modeling behavior.

Answer: B

Bloom’s Level: Analyze

Difficulty: Medium

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

43. In the context of gender-role learning in children, which item is out of place here?
    1. channeling
    2. manipulation
    3. verbal appellation
    4. indoctrination

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 130

Topic: Gender Role Learning
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

44. While walking through the toy store with her 1-year-old son, Brianna stops and points out the baseballs, shows her son guns and trucks, and walks quickly past the Barbie dolls. This aspect of parental gender socialization is called
    1. activity exposure.
    2. channeling.
    4. verbal appellation.

Answer: B

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 130

Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

45. Tressa is playing with her dolls. Her mother compliments her on how nicely she has dressed them. This makes Tressa more interested in her dolls and in hairstyling. Which theory does this exemplify?
    1. psychodynamic theory
    2. cognitive social learning theory
    3. moral development theory
    4. sociobiology theory

Answer: B

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

46. When Sydney insists on sitting on her mother’s lap, her mother says she is being loving. When Damien insists on sitting on his mother’s lap, he is told that he is being a baby. This demonstrates the concept of
    3. verbal appellation.
    4. verbal abuse.

Answer: C

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 130

Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

47. Mary sends her son to a military school because she is concerned about his affinity towards “women’s activities” such as cooking and sewing. She believes that equestrian and other outdoor activities will make him manlier. Which of the following methods of socialization is most likely used by Mary here?
    verbal appellation
    B. activity exposure
    C. channeling
    D. indoctrination
    Answer: B
    Bloom’s Level: Apply
    Difficulty: High
    Feedback: Gender-Role Learning, 130
    Topic: Gender Role Learning
    APA Learning Outcome: 1.3 Describe applications of psychology
    Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

48. Tanya and Kevin are twins. They recently got a new swingset for their backyard. Kevin is allowed to climb the ladder to the top of the slide by himself, but Tanya is only allowed to do it with her mother’s assistance. This is a typical example of
    2. a double standard.
    4. sibling rivalry.

Answer: B

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 131
Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

49. African American women
    1. tend to be more rigid in their thinking about gender roles.
    2. have represented the symbol of strength in their communities.
    3. are epitomes of traditional female role model.
    4. are more dependent than women of other minority groups.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 130

Topic: Gender Role Learning
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

50. During a play period at an elementary school, Ms. Yomogida sends the boys to the football field while she leads the girls in ballet. This is a typical example of how teachers
    1. emphasize physical fitness for both sexes.
    2. model nonstereotypic roles for both sexes.
    3. use gender inappropriate behavioral appellations in socializing children.
    4. serve as agents of traditional gender-role socialization.

Answer: D

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 131

Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

51. When the kids on the block play “airplane,” Tran, who wants play the flight attendant, is ridiculed by the other boys who say, “That’s for girls!” This example typically shows how peers influence gender-role learning through
    1. verbal disapproval.
    2. overt physical punishment.
    3. verbal appellation.
    4. mean comments.

Answer: A

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 132

Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

52. Which of the following characterizes typical female characters on television?
    30. They are under age 30.
    31. They are thin.
    32. They are attractive.
    33. All of these.

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 133

Topic: Gender Role Learning
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

53. Male characters on television typically are
    2. problem-solvers.
    4. all of these.

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 133

Topic: Gender Role Learning
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

54. Although gender is not inherent in inanimate objects or in behaviors, we treat many objects and behaviors as if they were masculine or feminine. This cognitive organization of the world according to gender is referred to as
    1. a gender bias.
    2. sex typing.
    3. a gender schema.
    4. gender stereotyping.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 133

Topic: Gender Schemas
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

55. All of the following are associated with the traditional masculine gender role EXCEPT
    1. power orientation.
    2. feelings of superiority.

Answer: C

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 134

Topic: Traditional Male Gender Role
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

56. Which of the following is NOT associated with the male sexual script?
    1. All physical contact leads to sex.
    2. A man initiates sex and gives a woman an orgasm.
    3. Men do not express doubts.
    4. Love and sex are inseparable.

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 134–135

Topic: Male Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

57. All of the following are associated with the traditional female gender role EXCEPT

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 135

Topic: Traditional Female Gender Role
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

58. Vanessa’s parents are African American. Most likely, they will socialize her to be
    1. more independent than girls raised in traditional White households.
    2. a full-time homemaker focused on her children.
    3. meek and obedient to social stimuli.
    4. independent and assertive with only girls of her ethnicity.

Answer: A

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 131

Topic: Traditional Female Gender Role
APA Learning Outcome: 1.3 Describe applications of psychology

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

59. A significant difference between the Black female gender role and the White female gender role is that African American
    1. women socialize their daughters to be more self-reliant and assertive.
    2. women see being a wife and a mother as exclusive of participation in the workforce.
    3. women defer more to African American men.
    4. women place less emphasis on the role of father.

Answer: A

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 131

Topic: Traditional Female Gender Role
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

60. Which of the following is NOT an element of the traditional female sexual script?
    1. Sex is good and bad.
    2. Women shouldn’t talk about sex.
    3. Women should look like models.
    4. Men have to be taught to love.

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Contemporary Gender Roles and Scripts, 135

Topic: Female Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains

Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

61. According to Jessica Valenti, efforts to spread thoughts of purity can be seen in the distribution of:
    2. money for sex.
    3. non-religious handouts.
    4. V cards.

Answer: D

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 136

Topic: Female Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

62. Which of the following statements is NOT included in contemporary sexual scripts?
    1. Sexual expression is positive and healthy.
    2. Sexual intercourse is not the only acceptable sexual activity.
    3. Sexual activities should be predominantly initiated by males.
    4. Sexual activities involve a mutual exchange of erotic pleasure.

Answer: C

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 137

Topic: Contemporary Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

63. A person who combines the trait of instrumentality traditionally associated with masculinity with the trait of expressiveness traditionally associated with femininity could be described as
    1. borderline masculine.
    2. feminine.
    3. androgynous.
    4. a latent homosexual.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Contemporary Gender Roles and Scripts, 138
Topic: Androgyny
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define androgyny and discuss how it can benefit and detract from one’s emotional health.

 

64. The concept of androgyny has been criticized for
    1. creating a new, potentially rigid prescription to be both masculine and feminine.
    2. producing conflict between the sexes.
    3. preventing men and women from choosing from the full range of emotions available to them.
    4. favoring traits that have been traditionally regarded as feminine.

Answer: A

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 138

Topic: Androgyny
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define androgyny and discuss how it can benefit and detract from one’s emotional health.

 

65. Those with Disorders of Sexual Development (DSD) are also referred to as
    2. sexually fluid.

Answer: D

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 144

Topic: Disorders of Sexual Development/ Intersex
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

66. Henry is born male. However, he is convinced that he was meant to be a woman and not a man. He likes cross-dressing and also does exercises at home to tone his body down and make it look more feminine. Here, Henry is more likely to be concerned about
    gender affinity.
    B. his sexual orientation.
    C. gender identity.
    D. sexual satisfaction.
    Answer: C
    Bloom’s Level: Apply
    Difficulty: High
    Feedback: Gender Variations, 143
    Topic: Transsexuality
    APA Learning Outcome: 1.3 Describe applications of psychology
    Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

67. Robyn has no ovaries, but her external genitals are those of a normal female. As she grows up, her body remains short, she does not develop a mature feminine physique, and she does not menstruate. Robyn most likely has
    3. Klinefelter syndrome.
    4. Turner syndrome.

Answer: D

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender Variations, 146

Topic: Turner Syndrome
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

68. Which of the following is NOT a characteristic of individuals diagnosed with Turner syndrome?
    1. the absence of ovaries
    2. small testes and penis
    3. 45, XO chromosomal makeup
    4. a lack of female secondary sex characteristics

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 146

Topic: Turner Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

69. A chromosomal condition in which a female does not have the usual pair of two X chromosomes in her cells is called
    1. Klinefelter syndrome.
    2. Turner syndrome.

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 146

Topic: Turner Syndrome
APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

70. Abdul is a genetic male. Abdul has female genitals but no internal female structures. At puberty, Abdul developed female secondary sex characteristics but has testes internally. Abdul will most likely be diagnosed as having
    1. Triple X syndrome.
    2. Turner syndrome.
    3. congenital adrenal hyperplasia.
    4. androgen insensitivity syndrome.

Answer: D

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender Variations, 147

Topic: Androgen Insensitivity Syndrome
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

71. Congenital adrenal hyperplasia and androgen insensitivity syndrome may
    1. be undetected at birth.
    2. affect both genetic males and genetic females.
    3. result from the body’s inability to absorb testosterone.
    4. be called hermaphroditism.

Answer: A

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 147

Topic: Congenital Adrenal Hyperplasia
Topic: Androgen Insensitivity Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

72. A genetic male who does not produce enough of a hormone called dihydrotestosterone may have an external genitalia that appear female. This condition is most likely caused by
    1. a Klinefelter chromosome configuration.
    2. 5-alpha reductase deficiency.
    3. too much androgen.
    4. too much progesterone.

Answer: B

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 148

Topic: 5-Alpha Reductase Deficiency
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

73. A condition in which the opening of the penis is located somewhere on the underside, glans, shaft, or the junction of the scrotum is called
    2. ambiguous genitalia.
    3. congenital pseudovaginal hyperplasia.

Answer: A

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 150

Topic: Hypospadias
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

74. A person with the chromosomal makeup of XXY has
    2. Klinefelter syndrome.
    3. congenital adrenal hyperplasia.
    4. Turner syndrome.

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 147

Topic: Klinefelter Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

75. Nathan is born male. However, he lacks the anatomical structures of a male such as a penis but develops breasts as in a woman. In order to prevent him from being picked on, his parents rear him as a complete female child. Which of the following is Nathan most likely suffering from?
    androgen insensitivity syndrome
    B. congenital adrenal hyperplasia
    C. Turner syndrome
    D. Triple X syndrome
    Answer: A
    Bloom’s Level: Apply
    Difficulty: High
    Feedback: Gender Variations, 147
    Topic: Androgen Insensitivity Syndrome
    APA Learning Outcome: 1.3 Describe applications of psychology
    Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

76. People with congenital adrenal hyperplasia lack an enzyme needed by the adrenal gland to make the hormones
    1. androgen and estrogen.
    2. testosterone and progesterone.
    3. cortisol and aldosterone.
    4. insulin and prolactin.

Answer: C

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 148

Topic: Congenital Adrenal Hyperplasia
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

77. Vivian is born with a rare condition where his genitals are hard to be categorized as male or female in particular. His doctor observes that he lacks a hormone called dihydrotestosterone and also points out his infertile condition. Which of the following hormonal disorders is Vivian most likely suffering from?
    Turner syndrome
    B. androgen insensitivity syndrome
    C. 5-Alpha reductase deficiency
    D. Klinefelter syndrome
    Answer: C
    Bloom’s Level: Apply
    Difficulty: High
    Feedback: Gender Variations, 148
    Topic: 5-Alpha Reductase Deficiency
    APA Learning Outcome: 1.3 Describe applications of psychology
    Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

78. Chris realizes that every time his new born son urinates, the urine exits through a place behind the penis. The doctor informs him that his son is born without a urethra and that a penis straightening surgery should correct this disorder. Which of the following abnormal sexual development problem does Chris’s son suffer from?
    hypospadias
    B. aposthia
    C. aphallia
    D. diphallia
    Answer: A
    Bloom’s Level: Apply
    Difficulty: High
    Feedback: Gender Variations, 150
    Topic: Hypospadias
    APA Learning Outcome: 1.3 Describe applications of psychology
    Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

79. According to the American Psychiatric Association, when a person is intensely uncomfortable and dis­tressed with his or her biological gender and strongly identifies with, and wants to be, the other gender, that person may be said to have
    2. gender dysphoria.
    4. 5-alpha reductase deficiency.

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 142

Topic: Gender Identity Disorder
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

80. Which of the following best defines the term transsexual?
    1. a person who is sexually aroused by wearing clothing typical of his or her own sex
    2. a person who feels that his/her gender identity and sexual anatomy are not compatible
    3. a person who exaggerates the gender-typed behavior of his or her own sex
    4. a person who responds erotically to the anatomy of the other sex

Answer: B

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 143

Topic: Transsexuality
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

81. Tom remarks, “My old teacher Mr. Edwards just had surgery to become a woman. I had no idea he was gay.” You tell him that his statement is
    1. accurate and that you’re surprised too. You can’t always tell if someone is gay.
    2. accurate, but that he should keep the news to himself because it is such a personal matter.
    3. inaccurate because transsexuality has nothing to do with sexual orientation.
    4. inaccurate because people will likely continue to treat him as a man.

Answer: C

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender Variations, 143

Topic: Transsexuality

APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

TRUE/FALSE

 

82. In almost all cultures, male and female clothing differs to varying degrees so that we can easily identify a per­son’s gender.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 123
Topic: Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

83. Our gender role is the gender we feel ourselves to be.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

84. A rigid belief about how men and women are different or how they should behave is termed gender rigidity.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Roles
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

85. A doctor proclaiming, “It’s a girl” is an example of assigned gender.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

86. The interaction of biological, cultural and psychological factors contributes to the development of gender.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 125

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender  identity, gender roles, and sexual orientation.

 

87. Until children are 3 years old they identify themselves and others as “boys” or “girls” based on hairstyle, clothing, and other nonanatomical factors.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Assigned Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender  identity, gender roles, and sexual orientation.

 

88. In the United States, it is rare that a person’s gender identity and gender role are congruent with their anatomical sex.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 126

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender  identity, gender roles, and sexual orientation.

 

89. In the traditional Western view, masculinity and femininity are polar opposites.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

90. Stereotypes are reflections of the probabilities that a woman or a man will have a certain characteristic based on his or her gender.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

91. Cognitive social learning theory is derived from behavioral psychology.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 128

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

92. Cognitive social learning theory suggests that gender roles are acquired largely through rewards, punishments, and modeling.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

93. Queer theories identify gender and sexuality as systems that cannot be understood as gender neutral or by the actions of heterosexual males and females.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 129

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

94. Allowing your son to start dating at age 13, and your daughter at 18, you are parenting with a sexual double standard.

Answer: True

Bloom’s Level: Apply

Difficulty: High

Feedback: Gender-Role Learning, 131

Topic: Gender Role Learning
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

95. A gender schema is a way of categorizing the world according to gender.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender-Role Learning, 133

Topic: Gender Schemas
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

 

96. Male sexual scripts dictate that men should always be willing and able to have sex.

Answer: True

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Contemporary Gender Roles and Scripts, 134

Topic: Male Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

97. Female sexual scripts dictate that women should have intimate knowledge of the functioning of their own bodies.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Contemporary Gender Roles and Scripts, 135

Topic: Female Sexual Scripts
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

98. The transgender group encompasses individuals whose gender identity differs from the sex originally assigned to them at birth.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 140

Topic: Transgender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

99. Transgender is an inclusive category.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 139

Topic: Transgender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

100. Klinefelter males are short in stature.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 146

Topic: Klinefelter Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

101. Individuals with congenital adrenal hyperplasia are genetic males with outwardly female appearances.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 148

Topic: Congenital Adrenal Hyperplasia
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

102. Children with 5-alpha reductase deficiency are often raised as girls, about half of whom adopt a male gender role in adolescence or early adulthood..

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 150

Topic: 5-Alpha Reductase Deficiency
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

103. Gender dysphoria is the same as transgender.

Answer: False

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 142

Topic: Gender Identity Disorder
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

104. Among transsexuals, transitioning does not always involve medical or surgical treatments.

Answer: True

Bloom’s Level: Remember

Difficulty: Low

Feedback: Gender Variations, 143

Topic: Transsexuality
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

SHORT ANSWER

 

105. What are the main differences between the concepts of sex and gender?

Answer: The word sex refers to whether one is biologically female or male, based on genetic and anatomical sex. Gender relates to femininity or masculinity, the social and cultural characteristics associated with biological sex.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 124

Topic: Sex
Topic: Gender
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

106. What is a person’s gender identity?

Answer: Gender identity is a person’s inner sense of being male or female.

Bloom’s Level: Remember

Difficulty: Low

Feedback: Studying Gender and Gender Roles, 124

Topic: Gender Identity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Define and differentiate sex, gender, assigned gender, gender identity, gender roles, and sexual orientation.

 

107. How are gender roles and sexual orientation related?

Answer: Gender roles and sexual orientation are independent concepts. A gay man may have masculine and/or feminine characteristics. Popular beliefs and stereotypes see homosexuality as a failure to fulfill traditional gender roles.

Bloom’s Level: Analyze

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 128

Topic: Gender and Sexual Orientation
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Appraise the real and perceived relation of gender identity to sexual orientation.

 

108. Identify and briefly explain the four major processes through which children are socialized to their gender roles.

Answer: Manipulation: Children are handled and treated differently from infancy onward.

Channeling: Children are directed to specific objects (e.g., toys which traditionally are associated with each gender).

Verbal appellation: The tendency to label identical behaviors differently for boys and for girls.

Activity exposure: Boys and girls are exposed to different activities (e.g., domestic chores versus “manly” chores).

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 130

Topic: Theories of Socialization
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

109. Why do humans construct gender schema? What are the consequences of using a gender schema?

Answer: People need to organize their experiences in a manageable way. Gender is one way of categorizing. Processing information by gender is important in cultures such as ours, for several reasons. First, gender-schema cultures make multiple associations between gender and other non-sex-linked qualities such as affection and strength. Our culture regards affection as a feminine trait and strength as a masculine one. Second, such cultures make gender distinctions important, using them as a basis for norms, status, taboos, and privileges. These associations, however, often undermine and undervalue the uniqueness of individuals.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 133

Topic: Gender Schemas
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Describe gender-role learning from childhood through adolescence, including the major socialization influences.

 

110. What is androgyny?

Answer: Androgyny refers to the combination of both traditional masculine and feminine qualities. An androgynous person combines the trait of instrumentality traditionally associated with masculinity with the trait of expressiveness traditionally associated with femininity.

Bloom’s Level: Remember

Difficulty: Low

Feedback: Contemporary Gender Roles and Scripts, 138

Topic: Androgyny
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Define androgyny and discuss how it can benefit and detract from one’s emotional health.

 

111. What is androgen insensitivity syndrome (AIS)?

Answer: When a person who is genetically male (has XY chromosomes) is unable to respond to male hormones or androgens, he is said to have androgen insensitivity syndrome (AIS). As a result, the person has some or all of the female sex characteristics despite having the genetic makeup of a male.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 147

Topic: Androgen Insensitivity Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

112. What is gender dysphoria?

Answer: Gender dysphoria is a new diagnosis in The Diagnostic and Statistical Manual-5 (DSM-5), the American Psychiatric Association’s (APA’s) classifica­tion and diagnostic tool, whereby the emphasis for the diagnosis is on the indi­vidual’s felt sense of incongruence with natal gender, rather than cross-gender behavior. It is a category that describes a condition in which someone is intensely uncomfortable and dis­tressed with his or her biological gender and strongly identifies with, and wants to be, the other gender.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 142

Topic: Gender Identity Disorder
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Appraise the real and perceived relation of gender identity to sexual orientation.

 

ESSAY

 

113. Women and men are often mistakenly viewed as opposites. What are some of
     the ways this oppositeness is portrayed and what are the consequences of this
     characterization?

Answer: Views of oppositeness:

Aggressive—Passive

Instrumentality—Expressiveness

Task-oriented—Emotion-oriented

Rational—Irrational

Want sex—Want love

Assertive—Nurturing

Consequences include:

– if one differs from the stereotype, then one is more like the other gender

– women who are assertive are seen as less feminine and more masculine

– a nurturing man is viewed as less masculine and more feminine

– a real man is seen as exclusively masculine in traits and behavior

– a real woman is seen as exclusively feminine in traits and behavior

– opposites are seen as unable to share traits or qualities

– inconsistencies because men and women do share traits and qualities

– opposites have little in common

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Studying Gender and Gender Roles, 127

Topic: Masculinity and Femininity
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Analyze and evaluate the evidence and implications for describing females and males as opposite or similar to each other.

 

114. What are the key concepts of cognitive social learning theory?

Answer: Attitudes and behaviors are the result of social interactions with others. Consequences control behavior. Rewards or punishments govern if a behavior is likely to recur. This approach also accounts for the role of cognition, which includes the ability to anticipate consequences and make observations. This theory also states that we learn gender roles by imitation through a process called modeling.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender-Role Learning, 128–129

Topic: Theories of Socialization

APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s   content domains
Learning Objective: Explain and differentiate cognitive social learning theory and cognitive developmental theory.

           

115. Maria and Ben are alone at home. They are sitting on the couch kissing passionately, and both are becoming aroused. Explain how traditional sexual scripts are likely to influence the continuation of this scene for both of them.

Answer: Most likely Maria will: (a) view the sexual encounter more positively if she is married or in love with Ben; (b) have more negative attitudes toward her genitals, which may result in discomfort in cunnilingus; (c) be more passive, responding to rather than initiating sexual activities, and will see herself as giving sex to her partner; (d) assume that Ben knows what will arouse her, and will have difficulty telling or showing him; (e) be self-conscious about her body; and, (f) attend to her partner’s satisfaction over her own.

Most likely Ben will: (a) rarely express doubt or tenderness; (b) focus on achieving orgasm; (c) initiate sexual activities and maintain control over what happens; (d) have the sense of “giving” Maria her orgasm based on his knowledge of what arouses her; (e) always want to have sex and become erect easily; (f) feel that the kissing encounter must end in sexual intercourse; and, (g) feel that the intercourse must end in an orgasm that results from the intercourse rather than any other type of stimulation.

Bloom’s Level: Apply

Difficulty: High

Feedback: Contemporary Gender Roles and Scripts, 134

Topic: Female Sexual Scripts

Topic: Male Sexual Scripts
APA Learning Outcome: 1.3 Describe applications of psychology
Learning Objective: Analyze traditional and contemporary male and female gender roles and sexual scripts.

 

116. Describe the framework developed by the American Academy of Pediatrics regarding the management of intersex disorders.

Answer: Avoid gender assignment before expert evaluation of newborns. Carry out evaluation and long-term management at a center with an experienced multidisciplinary team. Assign all individuals a gender. Encourage patients and families to communicate openly and participate in decision making. Address and respect patient and family concerns in strict confidence.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 149

Topic: Disorders of Sexual Development/ Intersex
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.

 

117. Describe Klinefelter syndrome and its characteristics.

Answer: Males with one or more X chromosomes have Klinefelter syndrome. They tend to be taller in stature, lack facial hair, may develop breasts, and a slightly feminine physique. They are more likely to have attention deficit hyperactivity disorder, depression and some autoimmune disorders. They are lower in testosterone, so they may have low sex drive, inability to have erections, and infertility. They usually need testosterone replacement to prevent osteoporosis and to maintain physical energy, and sexual functioning.

Bloom’s Level: Understand

Difficulty: Medium

Feedback: Gender Variations, 147

Topic: Klinefelter Syndrome
APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains
Learning Objective: Understand gender variations, such as intersex, gender identity disorder, and transsexuality.