saint psy325 EXAM 2 LATEST 2017
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Question 1
The most common psychological problem of adolescence is
depression.
anorexia.
delinquency.
schizophrenia.
Question 2
Parents of obese children tend to
give their children several snacks a day.
reward their children's good behavior with food.
breastfeed their children into toddlerhood.
feed on demand during infancy.
Question 3
Which parents will probably have teenagers with superior school performance?
the Berrys, who have an authoritative parenting style.
the Kidmans, who have a permissive parenting style.
the Roberts, who have an authoritarian parenting style.
the Bates, who have an inconsistent parenting style.
Question 4
When Darren's classmates were asked to rate each others' likeability, he received almost no votes, either positive or negative. He would be classified as
neglected.
controversial.
popular.
average.
Question 5
Natasha's parents have an authoritative child-rearing style, Natasha is likely to
be very anxious and insecure.
be extremely popular with peers.
act overly dependent on others.
feel especially good about herself.
Question 6
Chin-Li's teacher uses a constructivist classroom. Which of the following would you be most likely to see there?
Children wandering around unable to choose activities.
Students sitting in rows facing the front of the classroom.
A teacher at the front of the class lecturing to the entire class.
Small groups of students engaged in different tasks.
Question 7
Elementary and middle-school students exposed to reciprocal teaching
exhibit a drop in general intelligence relative to their peers in traditional classrooms.
show delayed critical thinking skills.
hinder teachers' ability to create a zone of proximal development within their classrooms.
show impressive gains in reading comprehension.
Question 8
In North America, the typical two- to six year-old watches television
for less than one hour a day.
for X ½ hours a XXX.
from X X to X hours a day.
for XXXX XXXX 4 XXXXX a XXX.
Question 9
XXXXXXXXXXXX XXXXXX XXX XXXXXX XXXXXXXXXX because
XX XXXX XXXXXXXXXXX-processing.
strategy use requires sophisticated cognitive inhibition.
XX XXXXXXXXXXX in XXXX-XXXX XXXXXX capacity.
XXXXXXXXXX XXX young XXXXXXXX's limited working memories.
XXXXXXXX 10
According XX XXXXXX, the most XXXXXXX change XXXXXX XXX preoperational XXXXX XX XXX increase in
XXXXXXX solving skills.
logical XXXXXXX.
XXXXXXXXXXXXXXXX ability.
XXXXXXXX XXXXXXX.
XXXXXXXX 11
Preschoolers same-sex groups
XXXXXXXX children's tolerance XXX XXXXXX-XXXXXXXXXXXXX XXXXXXXXXX.
XXXXXXXXXX gender-stereotyped beliefs XXX XXXXXXXXX.
serve XX reduce the XXXXXX stereotypes XXXXXX XXXX XXXXXXX.
increase XXXXXXXX's opportunities XXX XXXXX-XXXXXX XXXX.
XXXXXXXX 12
According to XXXXXXXX, private speech during the XXXXXXXXX XXXXX
reflects young children's XXXXXXXXXXX.
helps XXXXX XXXXXXXX XXXXX their behaviors during challenging tasks.
does not XXXX a major role in XXXXX XXXXXXXX's XXXXXXXXX development.
XX due XX XXX nonsocial nature of XXXXX XXXXXXXX.
Question 13
XX XXXXXX childhood, XXX average U.S. child watches XX an XXXXXXX of ________ hours a day.
XX
XX
2
1
XXXXXXXX XX
Twelve-year-XXX XXXXXXX XXX XXXX XXXXXXX her first menstrual cycle. XXX is experiencing
spermarche.
menarche.
XXXX maturational process much later XXXX XXX XXXXXXX North American XXXXXX.
XXXXXXXXX.
Question 15
Lauren XXXX XX her XXXXXXXXX, "XXX't XXX Renee play XXXX XXXX dolls. She'll XXXXX XXXX." XXXX XX an XXXXXXX XX XXXXXXXXXXXXX aggression.
antagonistic
XXXXXXXXXX
XXXXX
XXXXXXXXXXXX
XXXXXXXX 16
XXXXXXXXX in XXXXXX childhood, a XXXXXX fear XX
thunder and lightning.
XXXXXX XXX XXXXXXX.
XXXXX robbed or hurt.
XXX dark.
XXXXXXXX XX
XXXXXXXXX XX XXXXXXX, XXX psychological XXXXXXXX XX middle XXXXXXXXX XX
XXXXXXXX versus shame and doubt.
industry versus inferiority.
XXXXXXXX XXXXXX XXXXXXXXX.
generativity XXXXXX stagnation.
XXXXXXXX XX
XXXXXXX XXXXXXX that the U.S. No Child XXXX Behind XXX
XXX improved XXX quality of XXX public XXXXXXXXXXX system.
XXX XXXXXX to decrease achievement XXXX between XXXXX and XXXXX XXXXXXXX.
XX consistent XXXX the XXXXXXXX XX teaching XXX XXXXXX understanding.
has had a negative XXXXXX XX the self-esteem, XXXXXXXXXX, XXX graduation XXXXX of XXXX XXXXXXXX XXXXXX living in XXXXXXX.
XXXXXXXX 19
X XXXXXXX in appetite during XXX preschool years
is XXXXXX XXXXXXX growth XXX XXXXXX.
suggests a XXXXXXXXX XXXXXXX disorder.
indicates a XXXXXXXXXX of thyroxine.
is an XXXXX XXXX of XXX.
Question 20
XXXXX XXX XXXXXXX experiencing a flood XX biological changes. At the XXX XX these changes, XXX will XXXX an XXXXX-XXXXX body XXX XXXX reached XXXXXX XXXXXXXX. XXXXX is
XXXXXXXXXX an identity.
beginning menarche.
XXXXXXXX puberty.
XXXXXXXXXXXX XXXXXXXXXX.
Question XX
Compared XXXX the XXXX groups XX XXXXXX XXXXXXXXX, XXXXXXXXXX XXXX XXXXXX XXX
XXXX tightly XXXXXXXXX XXX exclusive.
XXXXXXX to XXXXX of XXX same XXXXXX.
XXX XX XXXXXXXXXXXX in their activities.
XXXXXXXXXXXX XXXXXX and more tightly XXXXXXXXX.
Question XX
Four- to seven-year XXXX XXXXXX XXXXXXXXXX
XX XXXXXXXXX XX physical proximity.
in terms of similar personality characteristics.
as XXXXX on XXXXXX trust.
XX XXXXXXXXXXX play and sharing toys.
XXXXXXXX 23
Dan XXX Leon XXX XXXX college XXXXXXXXXX. XXXX XX functioning at a XXXXXX XXXXX reasoning level XXXX Dan. XXXX conclusion XXX we XXXX XXXXX on that XXXXXXXXX?
XXXX XX XXXX likely to help, share, XXX XXXXXX XXXXXXX of XXXXXXXXX.
XXXX is XXXX XX likely XX XXXXX XX tests XX Dan.
XXX is actually more XXXXXX XXXX Leon.
XXX XX more XXXXXX XX display behavior that XX in line XXXX XXX beliefs.
XXXXXXXX 24
Research XXXXXXXXX XXXX easy XXXXXX XX contraceptives for XXXXXXXXX results in
an XXXXXXXX in XXXXXXXXXX XXXXX.
higher rates of sexual XXXXXXXX.
higher abortion rates.
XXXXXXX XXXXXXXXX XXXXX.
Question XX
XXXXXXX can XXXX XXXXX adolescents achieve XXXXXXX gains in XXXXX XXXXXXXXXXXXX by
XXXXXXXXX XXXXXX XXXX XXXXXXXXXXX struggle with XXXXXXXXX in XXXXXXXXX.
XXXXXXX their own personal XXXXXXXX XXXXXXXXXX.
XXXXXXXXX critically XX adolescents' XXXXX.
asking clarifying questions.
XXXXXXXX 26
Kiela's XXXX XXXXXX is XXXXX because XXXXX XXXXXX with XXXXXXX XXXX during recess. Kiela XXXXX XX her XXXXXX XXX XXXXXXXX XXXX, although she XXXXX XXXXXXX together, sometimes she XXXXX XX XX something different. She asks her XXXXXX to understand her feelings XXX not be upset. Kiela XX XXXXX
XXXXXXXXX XXXXXXXXXXXXX.
emotion-XXXXXXX coping.
coregulation strategies.
XXXXXXX-XXXXXXX XXXXXX.
XXXXXXXX XX
XXXXXX XXXXX XXXXXXXXX, XXXXXX-stereotyped XXXXXXX
are XXXXXXX as XXXXXXX rules that XXXXXX not XX XXXXXXXX.
are flexible until the age 5, XXXXX which XXXX become XXXX rigid.
XXXXXX XXXX XXXXXX, XX parents treat boys and XXXXX in similar XXXX.
are XXXXXX flexible with respect to clothing and hairstyle XXX less so with respect XX XXXXX XX XXXX.
Question XX
XXXXXXXX XX younger XXXXXXXX, school-age XXXXXXXX XXX more likely to explain emotions by making reference XX
XXXXXXXX states.
observable characteristics.
XXXXXXXXXXX traits.
XXXXXXXX XXXXXXXXX.
XXXXXXXX 29
Vygotsky viewed _________________ XX an XXXXX context XXX XXXXXXXXX cognitive XXXXXXXXXXX in XXXXX XXXXXXXXX.
book XXXXXXX
outdoor play
XXXX-XXXXXXX XXXX
XXXXX game XXXX
Question XX
The best XXX to XXXXXX XXX emotional trauma of XXXXXX abuse on a XXXXX is to
XXXX on XXXXXXX XXX XXX dwell much XX what has XXXXXXXX.
XXXXXXX the abuse from continuing.
XXXXX the child XX XXX the abuser is severely XXXXXXXX.
XXXXXX XXX child XX other children XXX have XXX similar experiences.
XXXXXXXX 31
According to psychoanalytic XXXXXX, _______________ leads XX conscience formation and XXXXX XXXXXXXX.
XXX XXXXXXXXX XX the reality principle
repression XX XXXXXX XXXXXXXX XXX the mother or father
identification with the XXXXXXXX-XXX XXXXXXX
XXXX XX XXXXXXXXXX XXX loss XX parental love
Question XX
The XXXXXXXXXXXXX XXXXX-XXXXXXX style XX XXXXXX XX
low self-XXXXXXXX and high rates XX anger and defiance.
high self-esteem, XXXXX XXXXXXXX, and XXXXXXXXX school XXXXXXXXXXX.
low persistence, XXXXXXXXXX behavior, XXX XXXX school performance.
poor emotional self-regulation XXX attachment XXXXXXXX.
Question 33
X secular trend in XXX XXXXXX XX XXXXXXX is XXX tendency XXX
puberty XX XXXXX XXXX breast enlargement.
XXXXX to mature XXXXXXX XXXX their mothers.
XXXX to mature XXXXX than girls XX.
menarche to begin after the XXXXXX XXXXX.
XXXXXXXX XX
XXXXX XX the statements below XX XXXX of XXXXXXX XXXXXXX?
XXXX XXX XXXX likely to divorce if they do XXXXX.
They XXXX fewer XXXXXXXXXXXXX XXXXXX pregnancy XXX XX age.
They XXXX a 30% likelihood of XXXXXXXX out XX school.
They XXX XXXXXX on XXXXXXX.
Question XX
XXXXX and XXXXX are XXXXX XXXXX XX act out a make-believe story in which XXXXX is XXX XXXXXX XXX XXXXX XX the daughter. What XXXX of play are XXXXX preschoolers engaging in?
associative XXXX
XXXXXXXXX XXXXXXXX
parallel play
cooperative XXXX
XXXXXXXXXX
Question 36 Describe XXX XXXXXXXXX XXXX XXXXXXX XXX crowds XXXXX XXXXXX XXXXXXXXXXX, XXX explain the factors that XXXXX XXX XXXXXXXXXX XX XXXXXX XXX XXXXXXX to decline XXXX time.
Cliques and XXXXXX are important XXXXXX XXXXXX in XXXXXXXXX that XXXXX XXXXXXXX by age for the intention of XXXXXXXXX (Andrews D X & XXXXXX L, XXXX). Both are different in XXXX XX well as in XXX developmental roles that they XXXXX. XXXXXXX XXX XXXXX and very XXXXX XXX XXXX XXX XXXX function XX serving adolescents XXXXXXXXXX XXX XXXXXXXX XXXXX. XXXXXXXXX cliques have 5-X XXXXXXX XX XXX XXXXXXX XXX, who are friends with the equal family background, XXXXXX XXX attitudes. XXXX XX more XXXXX XX girls XXX expressing XXXXXXXX closeness. By mid adolescence, mixed-XXX XXXXXXX are XXXX XXXXX.
XX XXX other hand a XXXXX XX a large group of XXXXXXX and associates XXXX XXXXXXXXXXX when XXXXXXX interact, XX they may at a big party or get-XXXXXXXX. Crowds mainly XXXXX XX status, character XXX XXXXXXXXXX, XXXXXXXX the adolescent XXXXXXXXXX XXXXXX the XXXXXX social organization XX XXX school (Andrews X X &XXX; XXXXXX L, XXXX). The XXXXXXXXXXXX XX XXXXXX XX adolescent’s XXXXXXXXXXX of identity comes specially from XXX fact that XXXXXX XXXXXXXXX XXXX public identities of XXXXX own, XXXX is XXXXXXXXXX XXX engaging in specific XXXX XX behavior and XXXXXX meticulous XXXXXX, norms XXX XXXXX. XX XXXXXXXXXXX XXXX on XXXXXXXX values XXX XXXXX, XXXX XX longer XXXXXXXXXX a XXXX XX relay through language, dress, and activities.
Reference
Andrews, X. X.; Crosby, X. (XXXXXXXX XXXX). "Antisocial boys and XXXXX XXXXXXX in XXXXX adolescence: Relationship XXXXXXXXXXXXXXX, quality, and XXXXXXXXXXXXX XXXXXXX". Child XXXXXXXXXXX. 66 (1): 139–151.
XXXXXXXX XX XXXXXXXX three XXXXXXXX methods XXXX foster XXXXXXXXXXX.
Effective learning and teaching cannot XXXX XXXXX in a XXXXXX managed XXXXXXXXX. Effective XXXXXXXX XXXX XX be effective with students XX XXX achievement XXXXXX XXXXXXX of the levels of XXXXXXXXXXXXX in XXXXX XXXXXXX (Brophy X E, 1979). XX XXX XXXXXXX is ineffective, XXXXXXXX under XXXX XXXXXXXXXX teacher’s XXXXXXXX XXXX achieve XXXXXXXXXXX progress XXXXXXXXXXXX, regardless of how XXXXXXXXX or similar they XXX XXXXXXXXX their XXXXXXXX achievement. XXXXXXXXX XXXXX teaching is a XXXXX-XXXXX XXXXXX. Encouraging XXX XXXXXXX teaching XXXXX place XX three XXXXXXXXX XXXXX-dependent XXXXXX. Generally student XXXXXXXXXXX is XXXX related XXXX effective classroom XXXXXXXXXX. X well-XXXXXXXX classroom includes practical rules XXX XXXXXXXX XX XXXXXX and teachers XXX XXX maintain XXXXXXXX XX task XXXXXXX similar skills, XXXXX XXXXXXXX, and XXXXXX XXXXXXXXXXX. XX, XXXXXXXXX teachers have an open XXXXXXXXXX XX instructional XXXXXXXXXX XX their XXXXXXXX, are skilled XX XXXXXXXXXXXX and identifying the proper arrangement XXX XXXXXX of XXXXX contented, are accomplished in XXXXXXXXX management techniques (XXXXXX KW &XXX; J McCollum-Gahley, 1986). XXXXXXXXX XXXXXXXX rely XXXXXXX on low-order questions, XXXX-order questions are XXXXXXX XXXX XXXXXXXX thinking and should XX an imperative XXXX XX the achievement. XXXX XXXXXXXXX XXXXXX, XXXXXXXX XXXXXXXX use XXXXXXX acceptance, XXX XXXXXXX, XXXXXXXXXXX, XXX XXXXXXXXXXXX are more precise and XXXXXXX XXXXXXXXX XXX XXX student XX XXXXXX achievement.
References
XXXXXX, J.E. "XXXXXXX XXXXXXXX and Its XXXXXXX." Journal XX XXXXXXXXXXX XXXXXXXXXX 71 (XXXX): 733-750.
XXXXXX, K.X. XXX J. XXXXXXXX-Gahley. "Monitoring XXXXXXXXXXX." XXXXXXXX XXXXXXXXXXX XXXXXXXX 18(1986): 47-49.
Question XX XXXXXXX the XXXXXX of religious XXXXXXX XX XXXXX XXXXXX and behavior.
XXXXXXXXX, religion XXXXX an XXXXXXXXX role in the XXXXX world. XXX XXX religious XXXXXXX XXXXXXXX significant XXXXXXX XXX XXXXXXXXX XX public XXXXXXX. Now the XXXXXX XX XXXXXXXXXXXXX XXXX XXXXXXX new XXXXX XXXX XXXX XXXX-seated religious beliefs, XXXXXXXXX and traditions (Iannaccone XXXXXXXX X, XXXX). XXX, it is quite possible that XXXXXXXX XXX uniqueness have become XXXX XXXX closely XXXXXXXXXXX. Religious beliefs influence the XXXX how people XXXXXX. Many persons XXXXXXX XXXXX XXXXX values XXXX XXXXXXXX. Most importantly religion is the only valuable XXXXXX of moral beliefs and XXXXXXXX, merely XXXX religion has XXXX, and continues XX XX, a strong influence in shaping human behavior. XXXXXXXXX believers XXXXXXX moral teachings, and show private and public benefits, XXXXXXX of their XXXXXXX XX an inspiring reality. Religion XXXXX XXXXXX do XXXXXXXXX better, supporters XXXX XXXX XXXXXXXXXX. Generally belief in God XXX long XXXX held to persuade XXXXX values and XXXXXXXX.
XXXXXXXXX
Iannaccone, XXXXXXXX R., 1991: The XXXXXXXXXXXX of XXXXXXXXX XXXXXX Structure. Rationality and XXXXXXX,3/2: XXX―177.
XXXXXX
1.XXXXXXXXXX.
2.XXXX on demand during infancy.
X.XXX Berrys, who XXXX an XXXXXXXXXXXXX parenting style.
X.neglected.
5.XXXX XXXXXXXXXX good XXXXX herself.
6.Students XXXXXXX in rows facing the front of XXX classroom.
7.show impressive XXXXX in XXXXXXX XXXXXXXXXXXXX.
8.XXXX 1 X XX X hours a XXX.
9.XXXXXXXXXX XXX young children's XXXXXXX XXXXXXX memories.
XX.XXXXXXXXXXXXXXXX ability.
11.strengthen gender-stereotyped XXXXXXX and behaviors.
XX.XXXXX young XXXXXXXX XXXXX their behaviors during challenging XXXXX.
XX.XX
XX. XXXXXXXXX.
XX.relational
XX. being XXXXXX or XXXX.
17.XXXXXXXX XXXXXX inferiority.
XX.XXX served to XXXXXXXX XXXXXXXXXXX gaps XXXXXXX XXXXX XXX XXXXX XXXXXXXX.
19.XX normal because XXXXXX has slowed.
20.XXXXXXXX puberty.
21.XXXXXXX to XXXXX XX the same XXXXXX.
22.XX XXXXXXXXXXX XXXX and sharing toys.
23.Leon XX XXXX XXXXXX XX XXXX, XXXXX, XXX XXXXXX XXXXXXX of injustice.
24.reduced pregnancy XXXXX.
XX.XXXXXX XXXXXXXXXX questions.
XX.XXXXXXX-focused XXXXXX.
XX.are applied as XXXXXXX rules XXXX should XXX XX XXXXXXXX.
28.XXXXXXXX states.
XX.XXXX-believe XXXX
30. prevent the abuse XXXX continuing.
XX.XXXX XX punishment XXX loss XX XXXXXXXX love
32. high XXXX-esteem, moral maturity, and XXXXXXXXX XXXXXX performance.
XX.girls to XXXXXX XXXXXXX than XXXXX mothers.
34.They XXXX a 30% likelihood of dropping out of school.
XX.XXXXXXXXXXX XXXX
XXXXXXXX XX XXXXXXXX the XXXXXXXXX that XXXXXXX XXX crowds XXXXX during XXXXXXXXXXX, XXX XXXXXXX XXX XXXXXXX XXXX XXXXX the XXXXXXXXXX XX crowds and XXXXXXX XX decline XXXX time.
XXXXXXX XXX crowds are XXXXXXXXX social XXXXXX in XXXXXXXXX XXXX group children by age for XXX XXXXXXXXX XX education (Andrews D W &XXX; Crosby L, 1995). XXXX XXX different in size as XXXX XX in the XXXXXXXXXXXXX XXXXX XXXX XXXX serve. XXXXXXX are XXXXX and XXXX close and XXXX XXX main function XX XXXXXXX XXXXXXXXXXX expressive XXX XXXXXXXX needs. XXXXXXXXX cliques have X-X XXXXXXX of XXX similar XXX, XXX are XXXXXXX XXXX XXX XXXXX family background, values XXX XXXXXXXXX. This is more vital XX girls XXX XXXXXXXXXX XXXXXXXX closeness. XX XXX XXXXXXXXXXX, XXXXX-XXX cliques are more usual.
On the other XXXX a crowd is a large XXXXX XX friends and XXXXXXXXXX that XXXXXXXXXXX when cliques XXXXXXXX, as XXXX XXX XX a XXX party or XXX-together. XXXXXX mainly XXXXX on XXXXXX, XXXXXXXXX and stereotype, XXXXXXXX the adolescent uniqueness XXXXXX XXX larger XXXXXX organization XX XXX XXXXXX (Andrews X X & XXXXXX L, 1995). XXX significance of XXXXXX to XXXXXXXXXX’s examination XX XXXXXXXX XXXXX XXXXXXXXX XXXX the XXXX that crowds XXXXXXXXX have XXXXXX XXXXXXXXXX of their own, XXXX is characters for XXXXXXXX in XXXXXXXX type XX XXXXXXXX XXX having meticulous values, norms and XXXXX. As XXXXXXXXXXX XXXX XX XXXXXXXX XXXXXX XXX goals, XXXX no longer experience a XXXX to relay XXXXXXX language, dress, and XXXXXXXXXX.
XXXXXXXXX
XXXXXXX, D. X.; Crosby, L. (February 1995). "XXXXXXXXXX XXXX XXX XXXXX XXXXXXX in XXXXX XXXXXXXXXXX: XXXXXXXXXXXX characteristics, quality, XXX interactional process". Child Development. 66 (1): XXX–151.
Question 37 Describe XXXXX teaching XXXXXXX that foster achievement.
Effective learning XXX teaching cannot take place in a XXXXXX managed XXXXXXXXX. Effective XXXXXXXX XXXX to be XXXXXXXXX with students XX XXX XXXXXXXXXXX XXXXXX XXXXXXX of XXX levels of XXXXXXXXXXXXX in their XXXXXXX (XXXXXX X E, XXXX). If the teacher XX XXXXXXXXXXX, students under XXXX particular teacher’s auspices XXXX XXXXXXX incompetent XXXXXXXX XXXXXXXXXXXX, regardless XX how XXXXXXXXX or similar they are XXXXXXXXX their academic achievement. XXXXXXXXX value teaching is a XXXXX-XXXXX effort. Encouraging XXX quality teaching takes XXXXX at three XXXXXXXXX XXXXX-dependent levels. XXXXXXXXX student XXXXXXXXXXX is XXXX XXXXXXX with XXXXXXXXX classroom management. X XXXX-maganged classroom includes practical rules XXX students to pursue and XXXXXXXX XXX can XXXXXXXX XXXXXXXX XX XXXX XXXXXXX XXXXXXX XXXXXX, XXXXX XXXXXXXX, and smooth transitions. So, XXXXXXXXX XXXXXXXX have an XXXX XXXXXXXXXX of instructional strategies XX XXXXX disposal, are XXXXXXX at XXXXXXXXXXXX XXX identifying XXX proper XXXXXXXXXXX XXX pacing of XXXXX contented, are XXXXXXXXXXXX in classroom XXXXXXXXXX XXXXXXXXXX (Howell XX &XXX; X McCollum-XXXXXX, XXXX). Effective teaching XXXX heavily XX XXX-order questions, high-order XXXXXXXXX XXX XXXXXXX XXXX critical XXXXXXXX XXX XXXXXX be an XXXXXXXXXX part of the achievement. When XXXXXXXXX advice, XXXXXXXX XXXXXXXX use neutral acceptance, but XXXXXXX, remediation, and condemnation XXX XXXX precise XXX helpful XXXXXXXXX for XXX student to XXXXXX achievement.
XXXXXXXXXX
Brophy, X.E. "Teacher XXXXXXXX XXX XXX XXXXXXX." Journal Of XXXXXXXXXXX XXXXXXXXXX 71 (XXXX): 733-750.
Howell, X.W. and J. XXXXXXXX-Gahley. "XXXXXXXXXX XXXXXXXXXXX." XXXXXXXX XXXXXXXXXXX XXXXXXXX XX(XXXX): XX-XX.
XXXXXXXX XX XXXXXXX XXX XXXXXX XX XXXXXXXXX XXXXXXX XX moral values XXX XXXXXXXX.
XXXXXXXXX, religion XXXXX an important XXXX in the whole XXXXX. XXX the religious XXXXXXX XXXXXXXX significant control and influence on XXXXXX opinion. XXX XXX XXXXXX of XXXXXXXXXXXXX XXXX XXXXXXX XXX ideas XXXX XXXX deep-seated XXXXXXXXX XXXXXXX, XXXXXXXXX XXX traditions (XXXXXXXXXX XXXXXXXX R, XXXX). XXX, it is quite possible that religion XXX uniqueness XXXX XXXXXX even XXXX XXXXXXX intertwined. Religious XXXXXXX XXXXXXXXX the XXXX how XXXXXX XXXXXX. Many persons develop their moral XXXXXX from religion. XXXX importantly XXXXXXXX XX the only valuable XXXXXX XX moral XXXXXXX XXX XXXXXXXX, merely XXXX religion has XXXX, and XXXXXXXXX to be, a XXXXXX XXXXXXXXX in shaping XXXXX XXXXXXXX. Religious XXXXXXXXX perform moral XXXXXXXXX, XXX show private XXX public XXXXXXXX, because XX XXXXX loyalty XX an XXXXXXXXX XXXXXXX. Religion XXXXX people do something XXXXXX, XXXXXXXXXX XXXX long XXXXXXXXXX. XXXXXXXXX XXXXXX in XXX has long XXXX XXXX XX persuade XXXXX XXXXXX XXX behavior.
Reference
Iannaccone, XXXXXXXX R., 1991: The XXXXXXXXXXXX XX XXXXXXXXX Market XXXXXXXXX. XXXXXXXXXXX XXX XXXXXXX,3/X: XXX―177.
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