Which student or students demonstrated autonomous morality?

Which student or students demonstrated autonomous morality?
 
  a. Gary
  b. Andrea
  c. Krystal
  d. Both Gary and Krystal

Ques. 2

Which student or students demonstrated external morality?
 
  a. Gary
  b. Andrea
  c. Krystal
  d. Both Gary and Andrea

Ques. 3

According to Piaget, the stage of moral development in which individuals view rules as fixed and permanent and enforced by authority figures is defined as:
 
  a. external morality.
  b. autonomous morality.
  c. reflective morality.
  d. internal morality.

Ques. 4

Of the following, which is the most likely way that Ernesto learned that pushing others down and kicking them is immoral?
 
  a. His parents explained that some acts are bad. For example, his parents told him that pushing someone down is unacceptable.
  b. He observed the consequences of different acts. For example, he observed that someone is often punished for pushing others down.
  c. His preschool teacher had a system of rules in her class. For example, she had a rule forbidding pushing and hurting others.
  d. He watched other students. For example, he saw that most children didn't push others down.

Ques. 5

According to research examining more development, Ernesto must be at least how old in order to make this conclusion?
 
  a. Three years old
  b. Five years old
  c. Seven years old
  d. Ten years old

Ques. 6

Which of the following best describes the relationship (or lack of relationship) between personality and workplace achievement?
 
  a. High job performance is related to high conscientiousness and low neuroticism.
  b. Workplace achievement is related to agreeableness, but workplace achievement is not related to any other personality traits.
  c. High job performance is related to emotional self-regulation, but job performance is not related to other personality traits.
  d. Personality and workplace achievement are not related to each other.

Ques. 7

Ava is out for a jog in the early evening and suddenly a small dog runs toward her barking loudly. Ava's heart rate jumps, she is fearful, she quickly thinks of what she might do to protect herself, and she runs into a convenience store that happens to be nearby.
   Of the following, which is the best description of Ava's experience?
 
  a. She is experiencing the cognitive, physiological, and behavioral components of emotions.
  b. She is demonstrating the personality trait, neuroticism, since the dog is small and not likely a serious threat.
  c. She is demonstrating self-regulation, since she quickly thinks of what to do and runs into the convenience store.
  d. She is demonstrating an authoritative temperament, because she is quickly able to adapt to her experience.

Ques. 8

Societal norms and appropriate ways of behaving in specific situations are called:
 
  a. moral conventions.
  b. personal norms.
  c. social conventions.
  d. societal expectations.

Ques. 9

Describe four guidelines that teachers can use to promote social development in their classrooms. Provide an example of each.
 
  What will be an ideal response?

Ques. 10

Which of the following is the least effective guideline for promoting social development in your students?
 
  a. Model and explicitly teach social skills to your students.
  b. Establish rules governing acceptable classroom behavior.
  c. Help students understand the reasons for rules by providing examples and rationales.
  d. Call socially undeveloped students' parents, and discuss their child's behavior with them.