Test Bank For
Sociology: A Down-to-Earth Approach Fifteenth Edition James M. Henslin
Contents Chapter 1
The Sociological Perspective
Chapter 2
Culture
Chapter 3
Socialization
Chapter 4
Social Structure and Social Interaction
Chapter 5
How Sociologists Do Research
Chapter 6
Societies to Social Networks
Chapter 7
Bureaucracy and Formal Organizations
Chapter 8
Deviance and Social Control
Chapter 9
Global Stratification
Chapter 10
Social Class in the United States
Chapter 11
Sex and Gender
Chapter 12
Race and Ethnicity
Chapter 13
Aging and The Elderly
Chapter 14
The Economy
Chapter 15
Politics
Chapter 16
Marriage and Family
Chapter 17
Education
Chapter 18
Religion
Chapter 19
Medicine and Health
Chapter 20
Population and Urbanization
Chapter 21
Collective Behavior and Social Movements
Chapter 22
Social Change and the Environment
Chapter 1: The Sociological Perspective Multiple-Choice Questions TB_Q1.1.1 The __________ perspective stresses the social contexts in which people live, and includes people‘s ideas, attitudes, and orientations to life. a. personological b. sociological c. natural sciences d. ethnocentric Answer: b. sociological Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.2 A group of people who share a culture and a territory is known as a(n) __________. a. global group b. extended family group c. society d. global village Answer: c. society Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.3 The corners in life that people occupy because of their location in history and society are referred to by sociologists as __________. a. social location b. social affiliation c. social structures d. intersections Answer: a. social location Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Moderate
Skill Level: Remember the Facts TB_Q1.1.4 Sociologists are interested in examining both _______ and ________ considerations related to people‘s current reality of living conditions. a. physiological; anthropological b. global; local c. actual; imaginary d. psychodynamic; genetic Answer: b. global; local Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.5 __________ is the study of society and human behavior. a. Natural science b. Science c. Psychology d. Sociology Answer: d. Sociology Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.6 Human relationships typically are examined by __________. a. the social sciences b. natural science c. all sciences d. mathematics Answer: a. the social sciences Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.7
The social science closely related to sociology, which traditionally focuses on researching tribal peoples, is __________. a. economics b. political science c. psychology d. anthropology Answer: d. anthropology Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.8 Rico was home from his first year in college as an undeclared major, and was talking with his friends. ―Of the courses I‘ve taken so far, I really like the social sciences. I‘m really interested in politics and government, but I‘m also really interested in how those forces play out in a social and cultural context, and how that sociocultural context in turn affects people‘s behavior.‖ ―Well,‖ replied his friend Jolie, ―it sounds to me as though you should double major in: a. political science and sociology.‖ b. anthropology and psychology.‖ c. psychology and criminology.‖ d. economics and social work.‖ Answer: a. political science and sociology.‖ Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.9 Compared to the others, which of these social sciences concentrates on a single social institution? a. Economics b. Anthropology c. Psychology d. Sociology Answer: a. Economics Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.10
Bettina is a graduate student currently studying divorce rates in Western Europe. She is likely a sociologist rather than an anthropologist because __________. a. sociologists must have an advanced degree b. ―anthropologist‖ is just the former term for ―sociologist‖ c. she is focusing mainly on people in industrialized and postindustrialized societies d. she is focusing mainly on psychological variables impacting divorce Answer: c. sociologists focus mainly on people in industrialized and postindustrialized societies Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.11 After a sociologist has been able to generalize from research findings, the next goal is to __________. a. publish the study b. predict what is likely to happen based on those findings c. prove why prior research in this area has been inaccurate d. question the validity of the findings Answer: b. predict what is likely to happen based on those findings Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.12 The first goal of science is to __________. a. contradict previous research findings b. explain why something happens c. document when and why ―commonsense‖ explanations are correct d. understand individual cases rather than the broader group or situation Answer: b. explain why something happens Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.13 Which attribute is a basic requirement of science? a. Identifying commonsense explanations for events b. Theories that can be tested by research c. Studying phenomena in a laboratory setting d. Receiving funding from impartial and unbiased sources
Answer: b. Theories that can be tested by research Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.3.14 Auguste Comte is credited as being the founder of __________. a. sociology b. economics c. psychology d. political science Answer: a. sociology Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.15 Using the process of __________, Auguste Comte applied the scientific method to the social world. a. negativism b. positivism c. natural science d. anthropology Answer: b. positivism Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.16 The __________ uses objective, systematic observations to test theories. a. naturalistic method b. commonsense method c. scientific method d. research-free technique Answer: c. scientific method Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts
TB_Q1.3.17 The phrase ―survival of the fittest‖ was coined by __________. a. Charles Darwin b. Herbert Spencer c. Auguste Comte d. C. Wright Mills Answer: b. Herbert Spencer Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.18 Karl Marx believed that __________ was the most relevant factor in history. a. democracy b. communism c. reconciliation d. class conflict Answer: d. class conflict Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.19 The __________, according to Karl Marx, were the workers who were exploited by those who owned the means of production. a. capitalists b. communists c. proletariat d. bourgeoisie Answer: c. proletariat Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.20 Despite not thinking of himself as a sociologist, Karl Marx nonetheless introduced one of today‘s major perspectives in sociology. What is that perspective called? a. Capitalism b. Conflict theory c. Feminism
d. Symbolic interactionism Answer: b. Conflict theory Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.21 Emile Durkheim‘s concept of __________ refers to how much people are tied to their social groups. a. social integration b. revolution c. conflict theory d. religion Answer: a. social integration Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.22 According to Max Weber, the key factor in society is __________. a. economics b. politics c. religion d. tradition Answer: c. religion Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.23 Compared to the others, which theorist is MOST closely associated with the idea of the Protestant ethic? a. Karl Marx b. Arlie Hochschild c. Frances Perkins d. Max Weber Answer: d. Max Weber Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology
Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q1.4.24 ________refers to the idea that another researcher can repeat someone else‘s study to compare the new results with the original findings. a. A hypothesis b. Replication c. Objectivity d. Validity Answer: b. Replication Learning Objective: LO 1.4 Summarize the arguments in the debate about values in sociological research. Topic/Concept: Values in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.5.25 What does the German word Verstehen mean? a. To explain b. To investigate c. To understand d. To reject Answer: c. To understand Learning Objective: LO 1.5 State what Verstehen is and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.5.26 __________ meanings refer to how people interpret their situation in life, how they view what they are doing and what is happening to them. a. Subjective b. Subjunctive c. Objective d. Obstructive Answer: a. Subjective Learning Objective: LO 1.5 State what Verstehen is and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Moderate Skill Level: Analyze It
TB_Q1.5.27 Rather than Verstehen, Emile Durkheim focused on a group‘s patterns of behavior, which he called __________. a. nicht Verstehen b. social facts c. research into dreams d. emotion Answer: b. social facts Learning Objective: LO 1.5 State what Verstehen is and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.5.28 Many clinical psychologists demonstrate particular skill at grasping a client‘s personal and social situation through the process of insight. In fact, the clinician may have greater insight into the client‘s situation than the client does; that‘s probably the basis for seeking therapy in the first place! Max Weber might summarize this observation by noting that clinicians have a good deal of ________. a. Verstehen b. Geld c. subjectivity d. Wahnsinn Answer: a: Verstehen Learning Objective: LO 1.5 State what Verstehen is and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.6.29 When did sociology first take root in the United States? a. the middle of the eighteenth century b. the late nineteenth century c. the middle of the twentieth century d. the early twenty-first century Answer: b. the late nineteenth century Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Remember the Facts
TB_Q1.6.30 Why were women NOT more prominent among early sociologists? a. No women obtained advanced degrees in sociology until the 1950s. b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. c. In no field has sexism been more evident than in sociology. d. The field of sociology seemed neither rigorous enough nor relevant enough to attract women. Answer: b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.31 The writings of W. E. B. Du Bois, an African American sociologist working at a time when racism and sexism were prominent in the field, __________. a. were recognized as an important part of the foundations of sociology from the earliest times b. were not published until after his death in 1937 c. were rejected by the National Association for the Advancement of Colored People (NAACP) d. are recognized as important by contemporary sociologists Answer: d. are recognized as important by contemporary sociologists Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.32 W. E. B. Du Bois __________. a. was primarily a novelist b. collected and interpreted the work of others rather than making original contributions c. became a revolutionary Marxist and moved to Ghana d. had the good fortune to grow up in an era virtually free of racism Answer: c. became a revolutionary Marxist and moved to Ghana Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.33 Early sociologist and social reformer Jane Addams __________.
a. fought against the American Civil Liberties Union b. won the Nobel Prize for Peace c. married W. E. B. Du Bois d. never joined the American Sociological Society Answer: b. won the Nobel Prize for Peace Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.34 Talcott Parsons was influential in __________. a. shifting sociology from reform to theory b. warning Americans about the power elite c. developing concrete models for social change d. shifting sociology from theory to reform Answer: a. shifting sociology from reform to theory Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.35 C. Wright Mills was to _________ as Talcott Parsons was to _________. a. social theory; social reform b. symbolic interactionism; functionalism c. functionalism; symbolic interactionism d. social reform; social theory Answer: d. social reform; social theory Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.36 Who is the audience for basic (or ―pure‖) sociology? a. Policy makers b. Clients c. Fellow sociologists and anyone interested in the subject matter d. All social and natural scientists
Answer: c. Fellow sociologists and anyone interested in the subject matter Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.37 Pure sociologists analyze some aspect of society to __________. a. make changes in the world b. gain knowledge for its own sake c. solve problems for the betterment of society d. get grants for their departments Answer: b. gain knowledge for its own sake Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.38 __________ harnesses the sociological perspective for the benefit of the public. a. Basic sociology b. Experimental sociology c. Classical sociology d. Public sociology Answer: d. Public sociology Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.39 In __________, symbols are the key to understanding how we look at the world and communicate with each other. a. functional analysis b. symbolic interactionism c. conflict theory d. order theory Answer: b. symbolic interactionism
Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.40 Compared to the others, which sociologist is MOST closely associated with the symbolic interactionist perspective? a. George Herbert Mead b. Harriet Martineau c. Robert Merton d. Jane Addams Answer: a. George Herbert Mead Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.41 From the perspective of symbolic interactionism, as divorce became more common, divorce became __________. a. more stigmatized b. a symbol of failure c. associated with new beginnings d. a symbol of success Answer: c. associated with new beginnings Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.42 Lionel was studying symbolic interactionism in his sociology class. He was surprised to find that sociologists who adopted this viewpoint thought that having love as the central reason for people to get married __________. a. prevents spouses from blaming each other b. actually may cause a weakening of the marriage c. makes divorce all but impossible d. actually may cause a strengthening of the marriage Answer: b. actually may cause a weakening of the marriage
Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.43 __________ would argue that society consists of interrelated parts working together as a whole. a. Symbolic interactionists b. Conflict theorists c. Functionalists d. George Herbert Mead Answer: c. Functionalists Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.44 Robert Merton would describe the harmful consequences of people‘s actions as __________. a. functions b. dysfunctions c. latent variables d. balancing functions Answer: b. dysfunctions Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.45 Who was the founder of conflict theory? a. Robert Merton b. George Herbert Mead c. Max Weber d. Karl Marx Answer: d. Karl Marx Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology
Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.46 Face-to-face interaction is the focus of analysis in __________. a. symbolic interactionism b. conflict theory c. any sociological viewpoint d. functional analysis Answer: a. symbolic interactionism Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.47 __________ operates at the microsociological level. a. Symbolic interactionism b. Functional analysis c. Anthropology d. Conflict theory Answer: a. Symbolic interactionism Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.48 In __________, the focus is on the struggle for scarce resources by different groups in society. a. functional analysis b. classical sociology c. conflict theory d. symbolic interactionism Answer: c. conflict theory Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.8.49
Technological breakthroughs have enabled people all over the world to communicate, trade, and travel much more freely; the resultant erosion of what were previously more impermeable national boundaries is known as __________. a. functionalism b. globalization c. the proletariat d. micro-analysis Answer: b. globalization Learning Objective: LO 1.8 Explain how research versus social reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.8.50 Capitalism becoming the world‘s dominant economic system is also referred to as __________. a. the globalization of capitalism b. symbolic interactionism c. increasing isolationism d. the advance of democracy Answer: a. the globalization of capitalism Learning Objective: LO 1.8 Explain how research versus social reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Easy Skill Level: Remember the Facts Essay Questions TB_Q1.2.51: How do sociologists differ from psychologists? Feedback: A key difference is in the focus of each group‘s theoretical and research interests. Psychologists are primarily interested in explaining the mechanisms underlying thought and behavior, typically with the individual as the unit of analysis, although often with that individual acting within a sociocultural context. Sociologists are primarily interested in documenting factors external to individuals that can have an impact on their thoughts and behaviors, with the overall social structure as the unit of analysis. Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.52: Very broadly, where did Max Weber believe that capitalism was likely to flourish?
Feedback: Max Weber believed that religion was the main force impacting social change. He thought that Roman Catholicism encouraged its followers to cling to traditional ways of life, whereas the Protestant belief system encouraged its adherents to embrace change. Weber compared the extent of capitalism in Roman Catholic and Protestant countries and found that capitalism was more advanced in the latter group. Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.4.53: Describe two general perspectives on how research in sociology can be used. Do you have a preference between these two proposed uses? Identify your choice and explain why you think it is preferable. Feedback: One argument is that the findings gathered from conducting social research should be used by anyone for any purpose. In this view, sociology‘s purpose is to understand human behavior, so the knowledge gained by social research belongs to both the scientific community and the world. The other argument is that findings gathered from conducting social research should be used to alleviate suffering and improve society. This perspective is consistent with a social reform agenda. This latter position is the opinion held by the majority of sociologists today. Learning Objective: LO 1.4 Summarize the arguments in the debate about values in sociological research. Topic/Concept: Values in Sociological Research Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.54: Discuss how conflict theory can be applied to feminism. Feedback: Karl Marx relied on conflict theory to examine conflict between capitalists (the bourgeoisie) and workers (the proletariat). Many feminists look at conflict between women and men in the same way, as the result of historical inequalities, contemporary inequalities, and global inequalities. From this perspective, the traditional dominance by men can be overcome to bring about equality of the sexes. Not all feminists employ conflict theory, with many opting to apply appropriate theories to their specific questions of interest. Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.8.55: Describe the three historical phases of sociology. Feedback: A tension between social reform and social analysis runs through sociology‘s history, and the differential attention paid to these considerations can be seen in three historical phases of the discipline:
First phase: Goal: To improve society Timeframe: From the origins of the discipline until the 1920s Second phase: Goal: To develop abstract knowledge Timeframe: From the 1920s until the 1960s Third phase: Goal: To seek ways to apply sociological research findings Timeframe: From the 1960s to the present Learning Objective: LO 1.8 Explain how research versus social reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Difficult Skill Level: Analyze It
Chapter 2: Culture Multiple-Choice Questions TB_Q2.1.1 The language, beliefs, values, norms, behaviors, and material objects passed from one generation to the next make up a group‘s __________. a. identity b. ethnicity c. culture d. folkways Answer: c. culture Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.2 Both _________ and __________ would be part of material culture. a. hairstyles; weapons b. language; art c. beliefs; assumptions d. values; jewelry Answer: a. hairstyles; weapons
Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.3 Nonmaterial culture refers to a group‘s __________. a. art b. use of everyday objects c. ways of thinking and doing d. architecture Answer: c. ways of thinking and doing Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.4 Sociologists agree that material culture _________ . a. is ―natural‖ b. includes gestures c. includes a people‘s language d. has nothing ―natural‖ about it Answer: d. has nothing ―natural‖ about it Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.5 Mārtiŋš believes that his Latvian ways are the best: ―In Latvia we greet each other with a quick, firm handshake; none of this kissing cheeks or patting backs. All cultures should use a firm handshake.‖ Mārtiŋš continued without prompting: ―Latvians have freedom of religion; any culture that doesn‘t allow religious freedom is bad, wrong, and misguided. Our people are quiet and reserved; we don‘t go much for excessive displays of emotion. People who do that shouldn‘t do that; they need some kind of cultural realignment!‖ As Mārtiŋš continued his Latvian list long into the night, it became clear that he was showing strong signs of _____________. a. ethnocentrism b. cultural relativism c. inclusiveness d. pluralism
Answer: a. ethnocentrism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.1.6 Trying to understand a culture on its own terms is called __________. a. ethnocentrism b. cultural relativism c. folklore d. cultural education Answer: b. cultural relativism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.7 Which statement about cultural relativism is correct? a. Cultural relativism has not been criticized by social scientists. b. Cultural relativism has come under attack on various grounds. c. Sociologists accept all cultural practices, without judgment. d. Cultural relativism encourages cultural smugness. Answer: b. Cultural relativism has come under attack on various grounds. Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.8 When he arrived at his ecotourism destination after a long plane ride from New York City, Morris found himself in a dizzying environment of sights, sounds, and smells. Children were badgering him to buy trinkets, while the pungent odor of some kind of tobacco blend filled his nostrils. Small groups of men wearing what appeared to be colorful wraps of cloth were either kissing each other‘s cheeks or speaking harshly and loudly, with forceful gestures…although no one seemed to be threatened. Some older women were kneeling and wailing, while others sat in the middle of walkways on rough mats made of thistles. As he worked to gather his wits, Morris was likely experiencing __________ . a. ethnocentrism
b. culture shock c. value contradictions d. cultural universals Answer: b. culture shock Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.9 Sociologists also refer to nonmaterial culture as __________. a. material culture b. symbolic culture c. gestural culture d. culture shock Answer: b. symbolic culture Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.10 An advantage of learning a culture‘s gestures is __________. a. they are closely tied to the culture‘s language b. that although most gestures are recognized as universal, differences occasionally occur between cultures c. being able to communicate with simplicity d. that they will enable you to completely understand the culture Answer: c. being able to communicate with simplicity Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.11 The primary way people communicate is through __________. a. gestures b. intermarriage c. language d. artwork
Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q2.2.12 ___________ allows culture to exist. a. Education b. Heredity c. Language d. Sociology Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Analyze It TB_Q2.2.13 The Sapir-Whorf hypothesis proposes that __________. a. languages are universal b. some languages, such as English, are phonetically superior to others c. perception and language are unrelated d. language creates ways of thinking and perceiving Answer: d. language creates ways of thinking and perceiving Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.14 People‘s __________ have to do with what they think is desirable in life. a. values b. mores c. taboos d. folkways Answer: a: values Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture
Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.15 Sociologists refer to rules of behavior as __________. a. culture b. norms c. moral holidays d. sanctions Answer: b. norms Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.2.16 When someone breaks a norm, that person typically receives __________. a. positive sanctions b. formal reeducation c. negative sanctions d. hugs and kisses Answer: c. negative sanctions Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.17 Roel loved to party during Mardi Gras, even if he was not involved in making a float or anything else. The atmosphere on Bourbon Street was just so different, so relaxed, so easy. He had a great time drinking in the morning and observing lots of public nudity. At such a __________, the rules were loosened. a. culture-free event b. police-free event c. free-for-all d. moral holiday Answer: d. moral holiday Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know
TB_Q2.2.18 When someone is jogging on the left side of the sidewalk and you, running faster, overtake that person on the right, this runs counter to a __________ in the United States. a. taboo b. more c. tradition d. folkway Answer: d. folkway Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.19 Murderers have violated a society‘s __________. a. mores b. incidental values c. folkways d. ethnocentrism Answer: a. mores Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.20 Even just the thought of the violation of a __________ fills us with revulsion. a. taboo b. more c. regulation d. folkway Answer: a. taboo Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.21 A distinct world within the larger world of the dominant culture is called a __________.
a. superculture b. subculture c. miniculture d. monoculture Answer: b. subculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.22 How many subcultures does U.S. society contain? a. five b. almost ninety c. hundreds d. thousands Answer: d. thousands Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.3.23 Some of the values and norms of a __________ place it at odds with the dominant culture. a. subculture b. core culture c. counterculture d. sociologists‘ group Answer: c. counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.24 Harald polished the motorcycles while Fabienne packed a picnic lunch. Their destination was a park about 50 miles away, where they would meet some friends who also liked to ride motorcycles on weekends. About halfway to their destination, the pair were overtaken by a speeding clump of about 10 motorcycles ridden by people with Satan’s Sadists written on the backs of their leather jackets. Some riders appeared naked under their jackets, whereas others steered with one hand while swigging beer from a bottle with the other. As they roared past Harald and Fabienne they cursed, spat, and made obscene gestures.
In all likelihood, Harald and Fabienne could be termed members of a motorcycle-enthusiast __________, and the cyclists who passed them could be termed members of a motorcycleenthusiast __________. a. culture; subculture b. subculture; counterculture c. subculture; culture d. counterculture; subculture Answer: b. subculture; counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.25 A society made up of many different groups is called a(n) __________. a. pluralistic society b. fragmented society c. anachronous society d. ungovernable aggravation Answer: a. pluralistic society Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.4.26 Sociologists call the values held by most of the groups in a society __________. a. core values b. taboos c. habitual values d. universal values Answer: a. core values Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.27 The core value of education has __________.
a. been easily pursued in the United States, because college students are uninhibited b. changed to the point where currently attaining a college education is thought to be an appropriate goal for most students in the United States c. not been held by most Americans since the 1960s d. changed over the years, such that currently a college education is considered an appropriate goal only for a small, select, elite group of Americans Answer: b. changed to the point where currently attaining a college education is thought to be an appropriate goal for most students in the United States Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.28 Most Americans feel that the only proper basis for marriage is __________, reflecting a core value in their culture. a. parental approval b. economics c. mutual respect d. romantic love Answer: d. romantic love Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.29 ―In God We Trust‖ appears on money in the United States. This reflects the core value of __________. a. group superiority b. religiosity c. education d. freedom Answer: b. religiosity Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate
Skill Level: Apply What You Know TB_Q2.4.30 If you study hard to get a degree so you can get a good job and afford a nice home and car, you could be said to be bound up in __________. a. a confused approach to life b. a value contradiction c. a value cluster pertaining to success d. the value of democracy Answer: c. a value cluster pertaining to success Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q2.4.31 A __________ exists between the value of group superiority and the values of freedom, democracy, and equality. a. continuity b. folkway c. taboo d. value contradiction Answer: d. value contradiction Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.32 Which statement about the origin of values is true? a. Essentially, values ―just happen.‖ b. Values are unrelated to context in society. c. Values emerge out of the conditions that exist in a society. d. Individuals invent their own values. Answer: c. Values emerge out of the conditions that exist in a society. Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society
Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.33 Values are like lenses through which we see the world __________. a. in a nutshell b. as it ought to be c. with great clarity d. like it is Answer: b. as it ought to be Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.34 The __________ culture refers to the values, norms, and goals that a group considers worth aiming for. a. real b. concrete c. ideal d. fantasy Answer: c. ideal Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.4.35 The human potential movement exemplifies the emerging __________ value. a. self-fulfillment b. aging population c. leisure d. acceptance Answer: a. self-fulfillment Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society
Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.36 The term ―real culture‖ refers to __________. a. the norms and values that people aspire to follow b. historical culture c. universal culture d. the norms and values that people actually follow Answer: d. the norms and values that people actually follow Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.5.37 __________ refer(s) to values, norms, or other cultural traits found everywhere. a. Cultural universals b. Global culture c. Natural selection d. Folkways Answer: a. Cultural universals Learning Objective: LO 2.5 Explain what cultural universals are and why they do not seem to exist. Topic/Concept: Cultural Universals Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.5.38 Which statement about incest is TRUE? a. No society permits generalized incest for its members. b. All societies agree on what incest is. c. The marriage of brothers and sisters is forbidden by all societies. d. The marriage of fathers and daughters is forbidden by all societies. Answer: a. No society permits generalized incest for its members. Learning Objective: LO 2.5 Explain what cultural universals are and why they do not seem to exist. Topic/Concept: Cultural Universals Difficulty Level: Difficult Skill Level: Analyze It
TB_Q2.6.39 Sociobiologists argue that __________. a. natural selection and biological factors are fundamental causes of human behavior b. the key to understanding human behavior is understanding culture c. as a result of natural selection, biological forces no longer play a role in human behavior d. the key to understanding human behavior is understanding religion Answer: a. natural selection and biological factors are fundamental causes of human behavior Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB Q2.6.40 Way back in 1975, when the tenets of sociobiology were first being worked out, __________ mused that sociobiology will eventually absorb sociology and other social sciences. a. Margaret Mead b. Edward Wilson c. William Ogburn d. Benjamin Lee Whorf Answer: b. Edward Wilson Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q2.6.41 Sociobiology emphasizes __________. a. the influence of genes and the forces of natural selection on human behavior b. classical sociology c. conflict theory d. sociologically informed genetics Answer: a. the influence of genes and the forces of natural selection on human behavior Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.42 In a narrow sense, technology is associated with __________. a. culture b. history
c. tools d. sociology Answer: c. tools Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.43 The term ―new technology‖ refers to __________. a. anything invented in the last five years b. emerging technology that impacts social life in a major way c. twenty-first-century technology d. an established technology that has changed the course of history Answer: b. emerging technology that impacts social life in a major way Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.44 Cultural diffusion can be seen as a __________. a. group of people adopting things they find desirable from another culture b. one-way ―street‖ from the West to other parts of the world c. change in ―thinking‖ but not ―doing‖ d. distraction from technology Answer: a. group of people adopting things they find desirable from another culture Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.45 __________ refers to one part of a culture changing while other parts do not. a. Cultural reluctance b. Cultural lag c. Ethnocentrism d. Culture shock Answer: b. Cultural lag
Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.7.46 When there is culture change, a group‘s __________ usually changes first. a. material culture b. sociobiology c. nonmaterial culture d. counterculture Answer: a. material culture Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.47 How is the typical nine-month school year common in the United States a living example of cultural lag? a. Material culture never caught up with nonmaterial culture. b. The length of the school year was determined by the farming culture of the late 1800s. c. The school year was not lengthened to nine months until the mid-1900s. d. The length of the school year was based on one-room schools, which have all but vanished. Answer: b. The length of the school year was determined by the farming culture of the late 1800s. Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.7.48 Which sociologist coined the term ―cultural lag‖? a. C. Wright Mills b. Frances Perkins c. William Ogburn d. Agnes Moorhead Answer: c. William Ogburn
Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q2.7.49 In the process of cultural leveling, __________. a. cultures become more and more dissimilar to one another b. the least advanced culture dominates the economic marketplace c. culture is leveled or destroyed, as in a single assault during wartime d. cultures become more and more similar to one another Answer: d. cultures become more and more similar to one another Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.50 It would be fair to say that in the cultural leveling process taking place today, __________. a. traditional cultures have all but disappeared b. certain qualities are lost forever c. sociobiology is the driving force d. we are producing a more distinctive, less bland way of life Answer: b. certain qualities are lost forever Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q2.1.51: What are the positive and negative aspects of ethnocentrism? Feedback: Positive—Ethnocentrism creates in-group loyalties. Negative—Ethnocentrism can lead to discrimination against people whose ways differ from our own. Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.52: Describe at least three effects of language on human life.
Feedback: Any three of these five effects could be described: Language allows human experience to be cumulative. It provides a social or shared past. It provides a social or shared future. It allows shared perspectives. It allows shared, goal-directed behavior. Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.53: List at least five current core values of U.S. society. Feedback: Any five could be described: achievement and success, individualism, hard work, efficiency and practicality, science and technology, material comfort, freedom, democracy, equality, group superiority, education, religiosity, romantic love. Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.54: Identify four interrelated core values emerging as a value cluster in the United States today. Feedback: The four interrelated core values emerging in the United States today are leisure, selffulfillment, physical fitness, and youthfulness. Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.55: What is the sociological significance of technology? Feedback: Technology sets the framework for a group‘s nonmaterial culture. It influences how people think and how people relate to one another. Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It
Chapter 3: Socialization
Multiple-Choice Questions TB_Q3.1.1 Reports describing __________ children consistently note that they walked on all fours, growled, and showed no sensitivity to cold. a. prehistoric b. feral c. isolated d. institutionalized Answer: b. feral Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.1.2 __________ intrigue sociologists, particularly those separated at birth. a. Quadruplets b. Feral children c. Twins d. Laboratory animals Answer: c. Twins Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.3 Children require __________ to develop in any kind of typical or expected fashion. a. parents b. siblings c. solitary time d. language Answer: d. language Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.1.4
Apparently, having a ―high‖ level of __________ depends on early, close relations with other people. a. artistic ability b. intelligence c. health d. physical coordination Answer: b. intelligence Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.5 After several years of living with foster families, formerly institutionalized children studied in Bucharest, Romania, had __________ brain cells compared to children who remained in orphanages. a. more b. fewer c. smaller d. different-shaped Answer: a. more Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.6 Harry and Margaret Harlow observed that frightened baby monkeys preferred a fake terrycloth ―mother‖ to one that provided food (but was constructed of wire). Their conclusion was that __________. a. frightened mammals will seek any form of defense available to them b. fear is the primary elicitor of caregiving instincts in humans c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food d. institutionalized children need food and shelter, but not much more in order to thrive Answer: c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human
Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.7 The term __________ was coined by Charles Horton Cooley. a. looking-glass self b. a stitch in time c. significant other d. precocious child Answer: a. looking-glass self Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.2.8 When is the development of self-concept completed? a. Childhood b. Adolescence c. Middle adulthood d. Never Answer: d. Never Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.9 George Herbert Mead primarily was associated with the __________ perspective in sociology. a. symbolic interactionist b. conflict theory c. feminist d. communist Answer: a. symbolic interactionist Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.10
George Herbert Mead believed that we cannot think without __________, and that __________ gives us our symbols (often in the form of language). a. society; reading b. symbols; reading c. symbols; society d. society; instinct Answer: c. symbols; society Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.11 The term ―generalized other‖ refers to __________. a. our ideal of how a person should think and behave, and how they should feel b. our perception of how people in general think of us c. role models who occupy a significant position in our lives d. the certainty that no one likes us, because no one is like us Answer: b. our perception of how people in general think of us Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.12 __________ studied the natural process that children go through to develop their ability to reason. a. Jean Piaget b. Charles Horton Cooley c. Margaret Mead d. George Herbert Mead Answer: a. Jean Piaget Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.2.13 The first of Jean Piaget‘s cognitive developmental stages is called the __________ stage. a. preoperational